Higher Order Thinking Skills

Below are a few activities that I have either used or am looking forward to using in my classroom. These are for a variety of high school math classes as well as computer science.

Math Analysis

Function Scavenger Hunt

I used this activity, which was developed by a colleague of mine during our section covering function transformations. Students are tasked with finding an image of some kind and using functions to trace some of the lines. Although I used this as an end of unit project, this could certainly be tried as a way to introduce the topic. Either way it gives the students the opportunity to use the 12-basic functions they are already familiar with, and experiment with how to transform them to meet their needs. It can really help them explore and solidify their knowledge of functions and how to reflect, translate, and dilate them. It can also help them to make connections seeing how math can be used to design and define the shapes of buildings, corporate logos, and other objects as well as mimic the natural world. Here is an example of what a student could come up with using an online graphing calculator called Desmos.

Repeated Roots Lab

This is another activity developed by a colleague of mine that we used to help introduce what repeated roots are and how they appear on graphs of polynomial functions. Here is the worksheet we use. Essentially, this gives the students the opportunity, in a small group, to look for and identify patterns. The students may have seen this material before, but to many it is new. Through intuition and deduction, students are tasked with finding patterns and developing a hypothesis. They then discuss what they found and compare notes with the rest of the class. This is a great opportunity for students to discover and hopefully own a concept through investigation and pattern recognition, as well as an chance for them to share and discuss ideas with their classmates.

Algebra II

Deriving the Quadratic Formula

In this activity, students have already learned how to complete the square, and many of them remember the Quadratic Formula from taking Algebra I. Unfortunately many students take for granted where the quadratic formula comes from and why it works to solve quadratic equations. This activity gives them a chance to investigate and discover how and why it works. Students are given links to videos and articles showing how to derive the quadratic formula by completing the square. They are then given the task, in a small group, of creating their own video or webpage explaining the process.

Trying to teach others how something works can be a great way for students to better understand a topic. This gives them that opportunity while also having the chance to make something that others can use to learn how the formula works.

Mortgage Loan Activity

This is a project I've used to help students see how formulas and exponential models are used in real life. Students get to research careers and learn about loans. They see how to use online calculators while also learning what formulas the calculators actually use. Students really get excited about exploring the future and seeing what houses cost and what different careers pay. This also helps to take the mystery out of loan payment calculators and how compound interest works. Students create PowerPoint presentations to share what they hope to be doing in 10 years and where they might be living. They also learn how tax rates work as they work through income calculations and percents.

Class T-shirt Activity

This is an open ended activity that can be used before students study systems of equations. With this activity, students are given some information about 3 t-shirt companies and their pricing models. They are also given a budget. They then have to decide how many shirts they want, what style, and how much they need to charge to cover costs. They create a graph of the companies prices and make a decision. This is a great activity because other than the prices of the suppliers, the students get to make their own decisions about the situation. Depending on what their group decides, they could all end up using different suppliers because of the quantities they choose. It also gives them a chance to budget and think about what their friends would be willing to pay for the shirts. Each group has the chance to share their decision and their graphs.

It is a great lead in to systems of equations because it shows how we not only care about the solution (where the functions are equivalent), but also where they are different and what that means. It can be set up so that there is not one easy point where all three companies cost the same. This creates a very open-ended approach where depending upon how many shirts the groups order and of what type, each company could be chosen.

Geometry

SSS Straws Activity

This is a great way for students to explore and be introduced to triangle congruence. The set up is fairly simple: students in groups receive a few straws, some scissors and some string or twine. They need to measure and cut straw lengths into triangles, place the string through the straw pieces and tie off the string. If each group does this, then there should be a classroom full of congruent triangles. They can then do this with quadrilaterals. But they will see that given four lengths of straw, they may not place them in the same order and their quadrilaterals will not be stable.

As a teacher, the takeaway is clear, when two triangles have all the same side lengths, then they are congruent. For students, this is another great opportunity to hypothesize about what this means. They can also, if there is time, make triangles and quadrilaterals with other side lengths. They can try to see if they can create cases that disprove their hypotheses. It can be a fun opportunity for discovery and generative thinking. This site has a decent description of the activity with the ability to prove a couple other triangle congruence theorems.

Solve Right Triangles Lab

When being introduced to trigonometry, one of the benefits is that students will be able to "solve a right triangle." This means that given a triangle with one right angle and either two sides or a side and another angle labeled already, students have the tools necessary to find all the other sides lengths and angles measures of the triangle. They can now use some combination of the triangle sum theorem, the Pythagorean Theorem, and the trigonometric ratios to find the missing information. Where this can get interesting is when students start solving using different methods and come up with slightly different answers.

Often students will be most comfortable using particular methods over others. When they rely too heavily on particular methods, they often end up substituting rounded answers into the formulas. This can then change the measurements slightly. This can lead to a good discussion about why this is happening. Students can learn the importance of being precise and using exact information.

Computer Science

Explain the Program

I have enjoyed doing this from time to time when teaching programming. I will have a completed program on my computer and project it on a screen. The students then are tasked with figuring out how the program works. This can be done using concepts they have already learned in a different way, or to introduce a new concept. One of the benefits is that it gives some of the students the chance to play the role of teacher. Often a handful of students will be able to figure out the program first, or may already know how the program works. They then have to help the other students get it as well. The students can run the program and document the code to help the rest of the group better understand. This can also be done in groups where each group gets to see the program and test it out.

Create a Class

When students start to learn more about object oriented programming, they will start creating their own classes. Often we can stick to examples in the book or do whatever is assigned. Another option is to simply let the students create their own class. It can be fairly basic: two or three fields, and some simple accessor and mutator methods; or it can be more complex: more fields, and some more complex methods. It can be a fun, open ended lab or assignment where students can solidify their understanding of classes or create something exciting and useful in their lives and future programming endeavors.

Scratch Storytelling

Scratch is a fantastic and free online tool for introducing students to programming principles. The drag and drop interface is easy to learn, and the online community is a great way for students to connect and learn from each other. One of the basics of programming is learning how to order instructions. Student are asked to tell a simple story using Scratch. It can be as simple as one scene with a couple of sprites interacting or talking, or it can be a complicated program with lots of sprites and lots of activity. Either way, it is a great open ended opportunity for students to create a simple animation program on their own.

Great discussions can follow as students share what they learned from the experience and share their programs with their classmates.

Cognitive Load Theory

Cognitive load, in psychology, refers to the amount of work the brain is doing. Certain tasks require more effort, more load. Certain tasks also use different types of load. According to Dr. John Sweller, there are three types of cognitive load: intrinsic, extraneous, and germane. The intrinsic load is what handles the task put before us. It is watching and listening, and trying to remember what is put in front of us. Extraneous load has been explained in a few different ways. One is that it has to do with how information is being presented to the brain. The other is that it is the load that has nothing to do with what we are trying to learn, as in a distraction. The most important and vital type of cognitive load is the germane. When we are processing the working memory, making connections, and creating new schema in our long term memory, we are using the germane load.

As a teacher, my goal is to engage the germane load as much as possible. So I want to develop lessons that help students make those connections in memory so they can remember what they have learned. There are a few strategies that can help facilitate this. Scaffolding, sequencing, and rehearsing can all help access germane cognitive load. Because the amount of load we have is limited, it is also useful to find ways to decrease that load. One example is in a textbook, if the explanation is integrated into a diagram, it can be easier to process for the reader. When the explanatory text is away from the diagram, it can put extra load on the working memory.

Here is a crossword of some of the terms discussed above: Cognitive Load Theory Crossword

If you would like to see the answers, use the password: Techy

Here is a Jeopardy style quiz to try as well: CLT Quiz

Sources:

Sweller, John. “Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load.” Educational Psychology Review 22.2 (2010): 123-38. Print.

Wolf, Andrew. Cognitive Load Theory: 3 Different Types of Cognitive Load. YouTube. YouTube, 23 Mar. 2012. Web. 18 Nov. 2015.

- - -. Introduction to Cognitive Load Theory. YouTube. YouTube, 23 Mar. 2012. Web. 18 Nov. 2015. <https://www.youtube.com/watch?v=9ZcjWzXTHng>.

The Big6: How to Solve a Problem

Here is a video introduction to the Big6:


The Big6 is an interesting and useful concept. I love the first stage. Too many times, I have found myself trying to solve a problem or complete a task without really defining that task for myself. I see students doing this as well. They either don't really know what they are trying to do, or they are simply trying to find out what they need to do to get an A.

I also love the final stage. As I've grown older and more experienced, I have found great value in reflection. This wasn't always the case. I guess as I've reflected on my life and my choices, I have realized just how important it is to reflect. Once a task has been completed or a problem has been solved, it is important to remember that learning is the goal. We have to ask ourselves questions: What can I do better? What went well, and what didn't? What did I learn about myself?

I had hoped to finish this project sooner than I did. I could have managed my time better, but I chose to prioritize a different way. Now I am up later than I want to be on a school night. I need to manage my time and my distractions more efficiently. I can do this, and hopefully I will do this.

Please get more information here: Big6

Bloom's Taxonomy: The Three Little Pigs

Here is an online version of the story of the Three Little Pigs: Three Little Pigs

Follow the link and read the story of the Three Little Pigs. Make sure to click through all the pages to the end. Once finished, answer the questions below:

Knowledge:

What materials did each pig use to build their houses?

How did the wolf try to get inside their houses?

Comprehension:

Re-tell how the third little pig finally defeated the wolf in your own words.

What is a moral or main idea of this story?

Application:

Why are the different building materials used by the pigs significant?

How might the third pig’s cleverness in defeating the wolf relate to his choice of building materials?

Analysis:

Classify each building material according to how well it can keep you safe.

What evidence can you present for how the third pig outsmarted the wolf?

Synthesis:

What suggestions would you have for the wolf to try to defeat the third pig?

How could you design a new house for each of the pigs?

Evaluation:

What criteria would you use to assess the value of a building material for a house?

What do you think about how the third pig tried to outsmart the wolf? Would you have made any different choices? Explain.

Online worksheet link.

Instructional Strategies: A Few New Tricks for the Bag

Below are a few instructional strategies that are new to me, and that I hope to try out soon in my classroom.

Minimalism

The Minimalist Theory was put forth by J.M. Carroll. It pertains particularly to technology. The idea is to cut back on reading material and give students meaningful tasks as quickly as possible. Through this experience, students will learn how to use software and technology much more effectively than by pouring over a lengthy manual or textbook before actually putting the technology to use in a meaningful way.

I like the idea of a minimalist approach to teaching. I often get bogged down by the textbook, forgetting that the students will learn most effectively through experience. The tricky part is often in finding or creating truly meaningful, rich tasks for the students. I think I could use this approach in my Computer Science class. I have found the classes where the students are actually solving problems and writing programs to be the most effective.

Think-Tac-Toe

This approach is a simple strategy using a classic game as an organizational tool. Students are given a worksheet with a Tic-Tac-Toe pattern filled-in with questions or commands. They then answer or complete three of these in a row vertically, horizontally, or diagonally. This method can offer a differentiated approach, as questions of differing difficulties can be strategically placed on the Tic-Tac-Toe pattern.

I am always searching for fun differentiation strategies and this seems like a useful one. By placing problems intentionally, students can self-differentiate their practice. Easier problems can be placed in the middle and in the corners, and harder ones on the sides. This gives students the opportunity to find the path that is effective and challenging for them. I’m certainly going to try this out in my classroom and see how it goes.

Appointment Clocks

This is a strategy for effective and quick grouping. Each student has their own sheet with a clock. When you want to put them in groups, you can ask them to find their one o’clock group or one of the other eleven options. The teacher sets some of the groups (some could be pairs based on skill level or random, and some could be pairs or larger groups). The teacher could also leave a few blank so that students can self-select partners.

Grouping can often be a slow and tiresome task. There are random group selectors available online, and other groupings can be selected in advance, but this can be a good way to do it, so that the students already have an idea of who they could be grouped with. I may try this, or another way of organizing it, so that students have a reference that can be accessed quickly and easily. At the start of class, they could see what time groups they need to be in, and we don’t have to do as much shuffling around during class.

Teaching with Case Studies

Case studies give students the chance to solve real problems in class. They use the skills they have learned and apply them. Cases tend to be real-world scenarios that contain supporting data and documents. They are open ended so that students may arrive at varying outcomes that have merit.

“When will we use this?” is probably the most heard question in a math classroom. While I do believe that learning complex algebra skills, geometric proofs, and function analysis can open doors to further study in STEM fields while also teaching valuable lessons in problems solving and critical thinking, giving students worthwhile tasks to apply that knowledge in would be great. Case studies, and other rich tasks like them, are useful and worthwhile because they enable students to apply what they are learning in ways that are relevant to them.

Collecting Anonymous Student Generated Questions

Sometime during a lesson, as an exit card, or during class time, students are able to write questions in a note card or small scrap of paper. The teacher collects the cards and answers the question. This is done without identifying the student. The idea is that because the cards are anonymous, students may be more willing to ask questions than by raising their hand for the whole class to hear.

Some students enjoy asking questions, while others do not. They may have them, but they may feel embarrassed to ask it in front of the rest of the class. Having ways to make sure that those students are heard and their questions are answered is important. Often traditional teaching seems effective because one student or a handful of students are engaged and asking or answering questions. Meanwhile the rest of the students may be lost or confused. Making sure to check with those other students is essential to fostering an effective learning environment.

Concept of Definition Map

A word map is a visual thinking strategy that involves creating a diagram or chart for a vocabulary word from the text that students are reading. A word is selected and written on the center of the page. There are three areas drawn that connect to the word: a section for the definition; a section where the student writes synonyms; a section for examples of the word. This is then used to spur discussion about the word and how it is used. The map can be adjusted and edited as needed.

Visual thinking guides are being touted heavily at my school now. We are introduced to quite a few of them during our professional development sessions. This one seems like a simple, and useful, way to help students explore words and what they mean. In the description it mentions that this can be an opportunity for students to give context to the word from their own experience. Relating synonyms from their own vocabulary or examples from their life can help them relate to the word and the definition.

Non-Linguistic Representations

This is one of Robert Marzano’s 9 Effective Instructional Strategies. Often too much emphasis is placed on lecture and reading. It is important to remember that students learn in different ways and it can be helpful to have multiple ways to relate to the material. Non-linguistic representations can include (but are not limited to) dramatizations, visual thinking models, charts and graphs, and concept maps. In order to use any of these effectively they should be modeled by the teacher and should look to foster cooperative learning.

It is always important to remember that students do not always learn in the same way. It is important to find multiple ways to relate material to students. Those who find it easier to learn new concepts in a non-linguistic manner need to be accounted for. This does not mean that everything should be conveyed non-linguistically, but that there should be a variety of methods used in the classroom. I try to add variety to my teaching methods, but often they are still centered around reading, writing, and listening. It is important to remember to account for kinesthetic and visual learners as well.

Here is a link to an online poster with these strategies.

Edublogs: What Works, and What Needs Work

First of all, anyone who puts their name on something that tries to add value to the internet, deserves some credit. The internet is an incredibly deep space, and there is a great deal of worthwhile, moving, important, relevant content available. The internet also has massive amounts of junk. The blogs profiled here are not junk. They both contain valuable and useful content. Unfortunately, even with the best intentions in mind, that content is not always delivered effectively.

First, a blog that works: Alfred Thompson's blog simply entitled Computer Science Teacher. According to his website, Thompson is a teacher, speaker, and software developer who worked at Microsoft for 9+ years before returning to the classroom. His blog includes posts relating his experience working with students and trying to communicate to others how to motivate their own students. He also has posts with useful links and photos about teaching computer science.

The layout is simple but effective. He uses a pleasant background scene that helps the blog feel authentic while not distracting. His header is simple, yet bold. He uses a simple font that is large enough for easy readability. He also uses his sidebar effectively. It includes helpful links to both his own and others' content. He also has a photo of himself. I'm starting to realize that including a photo adds a sense of professionalism to a blog. It has led me to add my own photo and throw a background up. I am not sure yet if it's perfect, but my hope is that it's a step in the right direction.

Thompson does a good job of communicating how important it is to not only teach computer science effectively, but also to keep students motivated about the subject matter. Programming is not always easy, and there are so many topics and languages from which to choose. Recent articles cover topics including:

1. A post relating a story about how students need to feel encouraged, and not discouraged by the computer science classes offered.
2. How to help students learn by keeping code readable, including a story about how he didn't quite take his own advice.
3. A post about the danger of making assumptions on what makes a good programmer.

Thompson's blog is simple and effective. It is easy to read, contains useful content, and is relatable. Well done!

The next blog is Ms. Meeks: Computer Science Teacher. On the sidebar, Ms. Caroline Meeks introduces herself as a computer science teacher at a charter school in Massachusetts. Her blog includes reflections on units and lessons taught in her classroom. Unfortunately after the top of the page, I had trouble reading Meeks' blog.

At first blush, the blog looks great. It has a nice template. The watercolor image and background are very pleasing. Her text looks readable. But as I scrolled down the page, it washed out. The font style and size changed jarringly between blog posts making reading difficult. The lack of background or framing as I scrolled down the page also made the blog look unprofessional.

The blog also contained some editing mistakes. This included spelling mistakes, typos, and templating issues including not linking a whole word and a numbered list that was not numbered properly. I know that I am not immune to the occasional typo, but worthwhile content deserves to be edited and checked. Rereading a post before pressing publish should always be a priority (preferably after taking a break). Getting a second pair of eyes on a post before pressing publish is even better. Even without a paid editor, a friend, family member, colleague, or classmate will do in a pinch.

Meeks uses some images in her posts, but not a lot. There are also a few posts that are downloadable links. She includes the QR code with these. The QR code could be useful to some, but it felt a little out of place. The content of the blog can be very useful. She is sharing and reflecting on her lessons. This is surely valuable for her and other teachers, but she does not make it easy for the reader.

Blogs are everywhere, and they cover all kinds of content. For a blog to be successful and useful, it needs to blend good content into a good design. That was accomplished by Alfred Thompson, and I will continue to check his blog. I may revisit Caroline Meeks' blog because there is valuable content there, but I may not enjoy the experience as much as I'd like.

Education Blogs: Coffee, Presentations, and Outrage

I visited a few blogs about education this week and will compare three of them that I found interesting and worthwhile. Blogs can be great resources for sharing ideas and connecting people. They can also be tired and limited and filled with things that only the author finds interesting. (I may have a blog that fits that latter category). The blogs I read this week were certainly in the former category. They are filled with useful information for anyone involved in education or teaching of any kind. The first is a blog by David Jakes that archives his presentation resources. The next is a blog by Roger Schank about technology and education and a dash of outrage. And the third is a blog by Kathy Schrock with information about educational apps. Each of them has some differences and some similarities. This post will focus on the template and design of the pages, the content of the blogs, and overall theme

All three of the blogs featured a photo of the author somewhere on the home page. Jakes' photo was the most prominent, but Schank and Schrock each had larger photos featured on a page available from the links on their top menu. This was another difference, that Jakes did not include a top menu. All his links, including a menu linking to other pages was on his left sidebar. Each of them have a handful of pages to visit and plenty of content. Schrok's other pages were not on the same platform as the blog page, which was a little jarring.

For content, all three of the blogs focus on technology but in different ways. Schrock's posts are predominantly about apps and resources that could be helpful for teachers. An example is a recent post about Android apps that can help teachers apply Bloom's Taxonomy. Her articles include links and images of her subject. Jakes' posts are mostly text with numerous links peppered throughout. The posts are notes and links related to presentations and seminars he has given. They are well organized with bullets and numbered lists. The content varies, but there are great resources including handling the speed of technology, tips on creating more engaging presentations, and ideas for "smashing" apps together to create hybrid apps for education. Schank's blog includes content relating to his work with artificial intelligence and a blog about his frustrations with current educational practices and traditions. One recent blog post asks why companies have to train their workers who just graduated with a degree in their field, and if there isn't a better way to prepare them while at college. Each blog's content is well mapped out and focused as are their themes.

The theme of Schank's blog is certainly the most opinionated. While his site covers topics related to his work as an engineer, computer scientist, and educator, his personal blog is titled "Education Outrage." It comes from a perspective of a frustrated educator, parent, and citizen. He sees many flaws in the way schools are organized and run, but he does offer solutions. Some of them are not always practical, but they are forward thinking and provocative. Schrock's blog is themed around chatting about ideas with friends. Each post includes practical applications of technology in the classroom. It is less theory and more showing what is available and how it can be used today as you might discuss it with a colleague. Jakes' blog is a bit more big picture. Rather than looking at specific applications of technology, his posts look to get his readers to ask questions, or give some bullets along with links to more detailed resources.

It was interesting reading these blogs and they are now linked in my blogroll on the right. Each has its merits and includes useful resources and thought provoking ideas. Each author uses their own unique voice and perspective to help other teachers and educators think and use the technology available to them.

Andragogy, or How I Learned to Stop Worrying and Love Self-Directed Learning

It turned out to be quite apropos for me to learn about andragogy and adult learning theories this week. While I have been living in the world of pedagogy as a high school teacher, there seem to be more and more people who are working to develop solutions to our flawed educational system. Many of these possible solutions and hypotheses sound a lot like what I read this week about designing effective learning environments for adults.

Andragogy is the study of how adults learn. Since writing about it in 1968, Malcolm Knowles is seen as the foremost expert in the field. There has since been more research into how adults learn versus how children and teens learn. There appear to be many of aspects to this research that can apply to children as well.

Some key aspects of andragogy are that adults tend to feel the need to understand why they are learning something. Life experience has helped them develop a defined sense of self. Often, collaboration is an effective learning strategy for adult learners. Adult learners are often motivated by self-directed learning. Based upon where they are in life, they know what they want to learn, and often benefit from a self-directed learning approach. Below is a table explaining six key assumptions to andragogy put forth by Knowles:

Assumption	Explanation
Learners' need to know	Adults learn more effectively when they know why they are learning something. It can be useful to allow student input and reflection to help steer the course work.
Learners' self-concept	Often adults have been trained to be dependent learners. Despite this, adults will resist if they feel another is imposing their will upon them. Technology tools can be useful for helping adults become more self-directed learners.
Role of learners' experience	Adults' varied life experience will result in a more heterogeneous classroom. Adults will also appreciate their experience being recognized. Life experience can lead to certain biases. Opportunity for reflection is a useful tool to help adults confront and explore these biases.
Students' readiness to learn	Adults will want to learn, or need to learn, when they see how learning can be relevant to real life situations. Whenever possible, a teacher should aim to create lessons and scenarios for learners that help them see the relevance to their goals and life.
Students' orientation to learning	Lessons should be flexible. This will enable lessons to be developed that apply to students' life, are task and/or problem oriented. Real life examples are encouraged.
Students' motivation to learn	Internal priorities weigh heavier to the adult learner than external motivation. Goal oriented assignments are effective, as is allowing student input into development of assignments.

When applying principles of andragogy to a classroom, whether online or face-to-face, a self-directed learning model can be useful. As noted above in our assumptions about andragogy, adult students are often self-motivated to learn because they have a desire to better handle certain real-life situations. This does not always translate to being self-directed. Just because an individual is motivated intrinsically to learn, does not mean that they know how to find their own path to learn. Once they are introduced to resources and learn more about how to learn effectively, adults can be eased into a more self-directed learning model.

Sharan B. Merriam did some intensive research into self-directed learning goals. The first goal of self-directed learning could be the development of how the students can be self-directed. As they learn more about themselves through the learning process, they can open up a larger capacity for self-directed learning. The second goal relates to transformational learning. Critical self-reflection is key to the adult learner growing and learning more about themselves and how they learn. The final goal involves emancipatory learning and social action. As adults learn more about their own learning, they can become agents for change in social and political spheres as they look to better themselves and the context of the world they live in.

Students of all ages (including adults) should be given the opportunity, through their education, to not just learn curriculum, but learn about themselves. People often spout that "you should learn something new everyday," but many people don't seem to understand how they learn. As an educator that should be the first goal before getting into curriculum and pedagogy or andragogy. Once the learner can better understand their capacity for change and learning, the other parts should fall more easily into place.

Bibliography

Fidishun, D. (no date, circa, 2005). Andragogy and technology: Integrating adult learning theory as we teach with technology, Malvern, PA: Penn State Great Valley School of Graduate Professional Studies.

Groleau, Daniel G. Andragogy in Action: Integrating Adult Learning Theory and Methods Into Training. N.p.: n.p., n.d. Print.

Manning, Gerri. “Self-Directed Learning: A Key Component of Adult Learning Theory.” Journal of the Washington Institute of China Studies 2.2 (2007): 104-15. Print.

Merriam, Sharon B. “Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory.” New Directions for Adult and Continuing Education Spring 2001: 3-13. Print.

Learning Theories

It seems there are as many learning theories as there are students. This may be hyperbole, but because so many students learn in different ways, countless individuals have spent years trying to figure out how to best facilitate learning. I focused my research over the past couple of weeks on three learning theories:

1. Pierre Dillenbourg and Daniel Schneider's work on Collaborative Learning and the Internet
2. Greg Kearsley and Ben Shneiderman's Engagement Theory
3. Jan Buffington's study of Learning Communities as an Instructional Model

Although they take different tacks, each theory emphasizes collaboration as an important element and explores how technology can be used within an educational framework. Since I completed my undergraduate study in education, I have seen the benefits of effective collaboration in action. I was excited to be able to do additional research on this topic and see what some experts have to say on the subject. Although collaboration plays a slightly different role within each of these theories, it serves an essential purpose in each one. Here will follow a look at some of the similarities and differences beyond collaboration within these theories including technology, role of conflict, types of tasks, curriculum, and applicability to the corporate world.

Each of these theories investigates how technology affects student learning. Dillenbourg and Schneider warn early in their work that every five years or so, people need to be reminded that technology will not, on its own, improve education. Collaboration can be effective without the aide of technology. With the advent of the internet and its ability to facilitate distance learning, a focus must be placed on studying new tools. Before educators jump in with both feet, they need to investigate which tools will actually facilitate effective collaboration via distance learning. Kearsley and Shneiderman see technology as a key tool in the quest for engagement of the learner. It has the ability to engage students in ways that may not have been available without. Buffington recognizes that Learning Communities need to meet regularly. Technology can be used to help that happen when parties cannot be physically in the same place.

One interesting aspect of Collaborative Learning and the Internet is how it sees conflict to be a key mechanism of collaborative learning. This does not mean fighting and arguing, but that learners who are having to process differing viewpoints than their own are more likely to grow and learn. The two other theories did not emphasize this idea. One of the conditions of learning found by Dillenbourg and Schneider is through rich tasks that cannot be performed alone. Engagement Theory also emphasizes the need for rich tasks in the form of project based materials. Buffington puts more focus on the type of environment needed to foster collaboration than on the types of tasks, but did see the need for learners to have some common ground or shared practice to work with.

Dillenbourg and Schneider do not mention much about whether or not tasks need to be curriculum based. A key component of Engagement Theory, however, is that the most engaging tasks are non-academic in focus. They should give students the opportunity to apply what they have learned outside the classroom. In the Learning Communities model, curriculum is driven by the learner. Students can drive what they learn, while the instructor acts as a facilitator. This also applies to corporate applications where the workers make more decisions about what there work should be rather than the managers. Engagement theory focuses more on classroom engagement. The principles found in Collaborative Learning and the Internet research could apply to both the classroom and the corporate world, as collaboration and the internet are prevalent in both areas.

Overall each of these learning theories have differences, but they all seem to point in similar directions. Students and workers learn more through collaboration. Technology can be a useful tool to foster that collaboration, especially in a distance learning environment. Students learn more when they are interacting and working with others. No man is an island.

View as PDF

Word Clouds created using Jason Davies Word Cloud Generator

Collaborative Learning and the Internet

Engagement Theory

Learning Communities as an Instructional Model

Bibliography:

Buffington, Jan. “Learning Communities as an Instructional Model.” Emerging Perspectives on Learning, Teaching and Technology. Ed. Michael Orey. MediaWiki, n.d. Web. 15 Sept. 2015. <http://epltt.coe.uga.edu/index.php?title=Learning_Communities_as_an_Instructional_Model>.

Dillenbourg, Pierre, and Daniel Schneider. “Collaborative learning and the Internet.” ICCAI 95 article. CERN Webmaker, 8 Feb. 1995. Web. 15 Sept. 2015. <http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_1.html>.

Ellis, Andrea M. “Active Engagement Theory.” N.d. Theories in Occupational, Technical, and Workforce Education. Web. 15 Sept. 2015. <http://ocedtheories.wikispaces.com/file/view/EngagementTheory_AndreaEllis_PDF.pdf>.

Odom, D. “Engagement Theory.” The Encyclopedia of Educational Technology. Ed. Bob Hoffman. San Diego State University Department of Educational Technology, 6 Dec. 2010. Web. 16 Sept. 2015. <http://eet.sdsu.edu/eetwiki/index.php/Engagement_theory>.

21st Century Vision: Teaching, Learning, and Technology

Students need to be trained to become technologically fluent by training them to use today's technology while also developing critical thinking skills and creativity so that they are capable of developing and navigating the tools of tomorrow.

The speed of technological change is drastic. Personal computers, tablets, cell phones, and gaming systems are often made to be replaced in two or three years. This might be because they are fragile, but more often it is because new technology is making them obsolete in that short amount of time. We live in a world where adaptability is a key skill.

Training students to be able to use today's technology is not enough. They need to be able to adapt and change. Change, and how we deal with it, is not a new concept. When I graduated from college I received a copy of the book Who Moved My Cheese? by Spencer Johnson. Its theme of how to effectively deal with change is as relevant today as it was when the book was published in 1998. We have to go beyond training students for today. Students need to be able to thrive in a world that we may struggle to imagine.

Sometimes new technology is placed in the classroom because it is new. Teachers are urged to use new technology and teach their students to use it as well. Teaching technology is important as long as it is purposeful. Teaching technology for technology's sake is not enough. We also need to help students learn to use technology creatively.

The internet has made information readily available at our fingertips. This is great, but now students need to understand that the internet and technology are more than just repositories for knowledge and games. Students need to do more than digest the information available, they need to be creating it. They need to be finding new ways to use technology and creating the technology of the future. This will not happen if we are only teaching students how to use technology.

Modern technology is more than just a collection of tools for learning. These are tools for creating. I am so excited to see what can happen as our students learn to better understand the capabilities of themselves and the technology around them to recreate and redefine the world.

Learning about Learning Management Systems

I was tasked this week with investigating and researching three Learning Management Systems that are available online. According to Ryan Ellis, a Learning Management System (LMS) can be described as "a software application that automates the administration, tracking, and reporting of training events." I checked out CourseSites by BlackBoard, Edmodo, and Collaborize Classrooms.

CourseSites is BlackBoard's free LMS. A school could use BlackBoard's services and websites for a fee, but an individual teacher can use CourseSites to manage up to 5 classes for free. Each course can have up to 500 MB of data which can include videos, documents, and other file types. This could be a little restrictive, but can be adequate for most classes. They also allow login with Facebook, Twitter, Gmail, Windows Live, or Yahoo. This can make login simple and easy to remember for students. They do not allow parent accounts, but you can have parents view courses as guests. There seemed to be a lot of different video tutorials and a few on-demand webinars available for training. This could be a nice option for a lot of teachers as BlackBoard is a popular LMS for many schools and colleges, meaning that some teachers and students would already be somewhat familiar with many aspects of CourseSites.

Edmodo is a free LMS. One of it's most interesting features is Snapshot. Snapshot will create formative micro-assessments based upon available standards. These can be taken by the students online, and Edmodo advertises them as one of the keys to what makes them special. They also tout their mobile tools, and unlike CourseSites, teachers have unlimited space for files. They also have parent accounts, where parents can login to see their child's grades and progress in the class. They have a number of free video webinars available for training. In addition, your school can hire Edmodo to do online or in person training with your staff for a fee. Edmodo looks like a well put together site with a lot of options for teachers. I am intrigued by the Snapshot tool, and would love to investigate what it can do in more depth.

Collaborize Classrooms call themselves a private online discussion platform. In a video I found on their company website (Democrasoft), they discuss the need for students to enter into discussions in a new format. By discussing things online, students avoid some of the trappings of the classroom. They no longer have to compete with those students who tend to monopolize the conversation. Those too embarrassed to speak up in class can share their ideas with a keyboard instead. I like the idea of their vote and suggest question format. It gives students the opportunity to share their ideas and discuss their value. Teachers can also integrate videos and other files and have access to a gradebook application. There is also some kind of portfolio builder for the students that can be easily shared. I had some trouble accessing the site with Google Chrome, but could get in a look around with Internet Explorer and on my Android phone. I wish I could say that the issues with Chrome weren't such a turn off for me, but as my preferred browser, if there are issues, I'm going to quickly lose interest. However, I do like the theme of the site overall.

My school has used a system called Edline. I was never really happy with it as an LMS. We have now contracted a company called Whipple-Hill to create an LMS for us this year. Based upon the brief look we were given in the Spring, it looks very intriguing, and I am excited to see what it can do for me. Of the three sites I visited this week, I would probably be most interested in CourseSites, as I am somewhat familiar with Blackboard already.

Google Sites, or why maybe I should have tried LiveBinders

I made a site using Google Sites, and I wasn't too happy with the experience. I chose Google Sites because I had been exposed to it this Spring. One of my colleagues at school used a Google Sites template for the students to use. They used it to put together portfolios to showcase the work and progress they made over the school year. It seemed like a nice way to do that.

As far as using a template to make my own website, I found it to be very restrictive and not user friendly. I could not find a way to embed my Prezi that I made last week. It seems that I can only really embed things from other Google sites. I was unable to view the HTML of the page I was working with, instead I could insert an HTML box, but that box could not contain code to embed presentations or videos.

I made do with what was available and tired to put together a workable site. I think it could be a good jumping off point for me. I set up the site so that I could use it as a class website for my computer science class. I don't know if I will end up using it. We are moving to a new online learning management system (LMS) at school. From what they have been able to show us, it looks like it will be very versatile and user friendly, but I'm happy to have something started with Google in case our new LMS doesn't preform as advertised.

It was interesting to look through some of the sites at Live Journal. I posted to a few that I want to explore a bit more on my link sharing page.

PowerPoint or ...

This week I was tasked with investigating alternatives to that ubiquitous presentation tool: Microsoft PowerPoint. I don't use PowerPoint everyday in my classroom, but when I want to organize some information visually for my students, chances are I am doing it with PowerPoint. Occasionally I have something that I want to easily share or allow others to edit, so I have used Google Slides. I like Google Slides, but it seems to be just an online PowerPoint (much as how Google Docs is an online Microsoft Word).

I checked out a few sites, that offered some alternatives. I thought Haiku Deck looked intriguing, and was about ready to dive in to the open source slide tool Reveal.js. Instead I went with Prezi. I knew about Prezi, and I had seen quite a few presentations given using Prezi. I liked that the slides could be organized in a visually stimulating way and things could be given more context than just "this comes after that." At first I was hesitant to try Prezi because I thought it was not a free tool. Luckily I had a colleague mention that they have a free plan available for educators. So I went for it.

I was happy with Prezi. They had some useful tutorials and some visually pleasing templates to start. It also seems like there are many ways to customize the presentations. There is a bit of a learning curve. I fumbled around trying to figure out how to get the presentation to zoom in on different parts. I tried adding new frames, which worked. Towards the end of my creation, I realized that there are tools that let me add my current view to the path. This will be useful for next time.

I made a presentation about some major parts of a computer motherboard for my Computer Science class. I used the Subway Map template, which actually worked pretty well as a flow chart showing how some of these parts connect with others. I may go back to this and place it on my own custom design that looks more like a motherboard, but it was still fun to mess around inside a template that already exists.

Here it is: Enjoy!

Establishing My Personal Learning Network

I am taking a class at Fontbonne University called Instructional Technology Tools for the 21st Century as part of a masters program in Learning Technologies. I am just completing my first year in this program and have been very satisfied with the curriculum. The highest compliment I can give it is that every class I have taken so far has supplied me with something new that I can (and have) used in my classroom. I am also part of a new program they have added on to this program for Computer Science teachers. Find out more about that here: Teaching Computer Science Certificate Program. With more schools looking to prepare students for the ubiquity of technology, computer science teachers are more in demand and more needed. It is a very cool program.

This week I was given a few tasks to complete that might help me establish a personal learning network. We were given information about a few types of websites. Some of these sites I had heard of before or used before. Some I had not. The great thing about this lesson was that it reminded me that I had been using some of these sites at half power. I have a bookmarking page through delicious.com that I use in my classroom to disseminate links that we are using in class that day. Unfortunately, I hadn't taken the time to follow other bookmark pages that could be useful to me. This was a great reminder that although this had become a useful tool to help me connect my students to webpages they need in class, I had neglected to connect myself to other useful webpages. In some ways I was reinventing the wheel, instead of taking advantage of the work that others were already sharing. I have now started to follow some other bookmark pages that look to have useful and relevant links.

I also was tasked with exploring some social networking groups. I was very intrigued by ning.com until I discovered that they no longer allowed any free networks. It appears that they have some nice tools for connecting with others, but the price point was a bit steep for me to swallow. Next I checked out wikispaces. I set up a classroom page. I'm not sure how useful this will be until I am able to explore more about the new Learning Management System my school is moving to next year. I have made a page of videos that I made last year for my computer science class. If our school website doesn't work out, then the wikispace could be a nice alternative for my students (and others) to use as I develop more content and videos for the class. I have become more and more intrigued by the potential uses of LinkedIn. I have seen it used as a networking tool, and am probably going to take that next step and start a page for myself in the next year. I hope that this can deliver as advertised and that the networking available can help me connect with other teachers and educators who can help me become a better teacher.

Once again, with the blog task, like the bookmarking task, I had created a blog for a previous class, but forgot to take the time to see what others were blogging and sharing already. After perusing a number of blogs focused on technology and education, I have started a short blogroll to help keep myself and other readers more connected with relevant and useful content. In creating the blogroll, my rule was simple: If I could find something useful to me without scrolling too far down the page, it was going up. A few blogs looked interesting, but ultimately did not seem to have the practical links or posts I was looking for. Any educator interested in ways to more effectively use technology in the classroom should find the links to the right useful.

I do have a twitter handle: @smellyrebel. If this becomes more centered on technology and education, I may add a twitter feed on this blog, but as of now it does not. I have also curated content for a twitter feed and blog for our school's freshman trip to New Mexico. You can find those here: @PrinNMTrip and Principia School in New Mexico.