Looking Back

Over the last seven weeks I have been involved with a course instructing me on different learning theories and styles.  It has been more of a review of knowledge that I have tucked away in my memory.  As an educator, I will hear about these learning styles or theories occasionally in workshops or courses.  I also need to be aware of them as I create my lessons for my students.  Since I have previous knowledge of these theories and styles, my reflection on how I learn did not change much with this course.  Even though I knew the importance of social interaction and how it affects learning in my classroom, I myself never thought it was important to me as a learner.  I now know that I cannot fully create meaning without some type of social interaction (Kim, 2001).  This is one area I will need to work on so I can fully process new information and be able to transfer it to a new situation (Davis, Edmunds, & Kelly-Bateman, 2008).  As for my preferred learning style, I still believe it is through visual and auditory.  However, I do agree with the idea that my learning style may change depending upon the concept (Gilbert & Swanier, 2008). 

Technology has played a major role in my learning.  Internet resources have provided working adults a way to continue their education (Spencer, 2004).  The internet provides a way for me to pursue professional development or engage in meaningful conversations about subjects that are of interest to me (Ferriter, 2009).  I can create or join blogs.  I can locate tutorials on different types of programs or technology devices.  Technology has opened doors for me as a learner.  I can now locate, process and apply information quicker than ever before (Davis, Edmunds, & Kelly-Bateman, 2008). 

Resources:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Connectivism

My network has opened my world to new ways to obtain information.  When I was young, my learning network consisted of teachers, peers, and libraries.  Information took longer to obtain and learn.  By the time I was able to apply the information it may no longer be of use because the information may have become outdated ( Davis, Edmunds, & Kelly-Bateman, 2008).  However, in the nontraditonal learning resources of my network, I must be more self-directed and take an active role in my own learning (Conlan, Grabowski, and & Smith, 2003).  The growth of technology has allowed me to search for and learn information at a quicker rate.  The digital tools available today provide a more flexible way to gain new information.  People can look up information when it is convenient for them.  We no longer have to work around a school's or even the public library's schedule.  We can write emails and even post questions on blogs.  We can join social networks that cater to our personal interests where we can interact with others on the topic that concerns us.
My learning network supports connectivism.  I must be willing to continue my learning and make it a daily part of my life ( Davis, Edmunds, & Kelly-Bateman, 2008).  Technology within my learning resources provides a way for me to interact with information in a whole new way.  I must decide what is important and not important so I do not spend more time than necessary on information that I may not need.  Being a member of a social community gives me an opportunity to make connections between fields and how the information can be applied to my field of study (Davis, Edmunds, & Kelly-Bateman, 2008).  On-line resources also help me to stay connected with the most current research or discussions on most topics.

Resources:
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Mindmap

Mindmap

Why We Need Brain-Based Education

As I read the required chapters for my graduated class on the brain and how it functions, I began to drift off into no man’s land.  All of the scientific terminology began to bleed together and I began to hear in my brain….blah, blah, blah.  However, as an educator I can no longer afford to allow my attention to wonder off.  I must be aware of how the brain functions so I can provide the best instruction possible for all of my students. 

I have come across three articles that give educators reasons why it is important we understand the brain. 

The first article Understanding a Brain-Based Approach to Learning and Teaching by R. Caine and G. Caine supplies several principles for brain-based learning.  They describe twelve principles and the implications for educators.  The authors believe that once educators are aware of current research then they can provide the conditions and environments for optimizing learning.  The authors want to let educators know that brain-based learning is not a movement but an approach that will benefit the educational setting.

The second article A fresh Look at Brain-Based Education by E. Jenson states that there have been connections between brain function and the educational practice for over 20 years.  The author believes we can no longer ignore the brain, “the brain is involved in everything we do at school” (Jensen, 2008).  Educators must be willing to learn how different factors will influence the brain.  The author describes many of these factors i.e. social conditions, stress, and nutrition need to be taken into account by educators.  I did like how the author reiterates that brain research does not prove anything.  This statement ties back to my textbook which also states that brain research will not provide us with “what information or skills that are most important to have” or how to help learners to acquire the information (Ormrod, Schunk, Gredler, 2009).  However, educators should use brain research to help guide us on which strategies to use in the school setting. 

The last article, What Does the Brain Have to Do with Learning? helped to bridge the gap between what I read in my textbook and the above articles.  The article listed many myths that I have heard throughout my educational career.  It is important for educators to take the time to distinguish legitimate scientific findings from misinterpretations.  I know for myself that it can be easy to fall for the “next best thing” in education.  However, we are doing our students a disservice if we don’t take the time to understand how the brain functions and what that means inside the classroom.

Resources:

Caine, R. and Caine, G. (1990).  Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership, 66-70.  Retrieved from:  http://www.coe.iup.edu/grbieger/classes/curr910/Readings/Brainbasedlearning.pdf

Jensen, E. (2008, February). A Fresh Look at Brain-Based Education. Phi Delta Kappan.

Retrieved from:  http://www.fasa.net/upload_documents/NEUROPLASTICITY10.29.pdf

Worden, J., Hinton, C. and Ficher, K. (2011, May). What Does the Brain Have to Do with Learning? Phi Delta Kappan, 92(8), 8-13.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. 

Three Blogs I Found Useful

The first site I found is called EZ Tech Integration for Teachers.  It was created by Natalie Wojnski.  She is a geography teacher, a yearbook advisor, and a newspaper advisor.  She created this site to chronicle her journey back into technology integration.  She wanted to help other teachers by supplying her ideas and hopefully help other teachers to avoid the mistakes she has made or will make.  She provides a short description for each site she supplies on her site.  She has made the site very user friendly without all the distractions some of the other blogs have.  She also included list of blogs that she frequents.  The only thing I did not like was that she does not include a more detailed profile of herself.  I have no idea how long she has been teaching or where.

The second site I found is called ICT Teaching in the Information Age.  It was created by Kathryn Evans.  She was a teacher and now a full time consultant.  She helps schools to develop Web 2.0 projects.  She provides useful ideas and sites for teachers.  She includes her opinions on each subject and allows for comments.  The site is very colorful and inviting.  She supplies a lot of information about herself in her profile.  Her posts however are infrequent.  She may only post once a month or even for several months. 

The last blog I found is Larry Ferlazzo's Websites of the Day.  It was created by Larry Ferlazzo.  I actually had to go to one of his other sites to discover that he is a high school teacher and a community organizer.  He has written articles and books to help teachers with classroom struggles. This particular site caters to ELL, ESL, and EFL teachers.  However, he does have links to his other blogs, his articles, and his books.  I found this site interesting because he provides sites that may interest teachers in subjects such as reform issues and teacher effectiveness studies.  He gives his opinions on each issue and allows for comments.  His site provides ways for teachers to stay informed about many issues that effect us.  In the about section you can locate links to articles he has written, awards he has received, his series, and a monthly newsletter.  His design is simple and easy to use. 

Introduction

Hello!

 I am an elementary teacher in South Carolina.  I have always heard about blogs but never had the urge to actually write one.  Even though I am creating this blog for a class, I am hoping to gain insightful information in the field of education not only in practices but also the ways in which technology can be used in the classroom.  I also want this experience to help me to encourage other educators at my school to use blogs as well.