"Generating and Testing Hypotheses"

Dr. Orey (Laureate Education 2009) reiterated how learning is more effective when students build meaning through their own artifacts. Students also attain knowledge through connections and real world experiences. “Generating and Testing Hypotheses” is one way in which learners can construct meaning and develop knowledge. According to Pitler, Hubbell, Kuhn & Malenoski (2007) “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (p. 202). When utilizing technology, students have the opportunity to generate and test hypotheses in probeware and interactive applets, spending their time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn & Malenoski 2007). This practice can be accomplished with spreadsheet software, data collection tools and Web resources. Pitler, Hubbell, Kuhn & Malenoski (2007) also mentioned how interactive applets and simulations “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life. This type of higher order thinking through the use of these Web resources, are artifacts that can also prepare the student for “real life” situations that involves the use of analyzing and problem solving skills that are vital in the “real world.”

References:
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.

Instructional Strategies and Cognitive Tools

To facilitate learning, we as educators have to provide episodic experiences in order for students to learn and be connected to the material. The effective usage of Power Point as suggested in the reference materials this week provides the visual representation that correlates with principles of the cognitive learning theory. This type of multimedia can establish prior knowledge that can allow students to process the information. I could create a Power Point presentation that would be an instructional cognitive tool about Power Point and the various tools and features. My students would then have a frame of reference to connect to that will aid them in the creation of their own Power Point presentation.

Another tool mentioned in the references this week was “brainstorming software.” This is another instructional strategy that correlates with the cognitive learning theory because not only can it be used as a tool for activating prior knowledge but can also be utilized as a way to organize information that has been learned. Graphic organizers will enhance Internet research and webquest projects that I assign. Students will be more connected to the material in addition to being able to identify key ideas and concepts of their research.

Behaviorism in Practice

Learning is making connections through prior knowledge or real life situations. The behaviorist learning theory asserts that observable desired behavior and the motivation to repeat the behavior is driven by positive reinforcement. Feedback in the form of rewards and successes encourages the desired behavior. Digital natives are accustomed to instant gratification and benefit when positive feedback is predetermined or comes instantly. The BattleGraph graphing skills game referenced in this week’s resources is an example of positive reinforcement because it measures success that is rewarded with the sinking or your opponent’s battleship .Behavior is repeated in an effort to sink all of the opponent’s battleships. BattleGraph also correlates with the behaviorist theory that learning only takes place when the skill is frequently practiced. The repeated action of plotting the x and y coordinates allows the student to practice and learn the skill in an adventurous way. Although this instructional strategy mirrors the behaviorist theory, it still allows the student to experience creativity and take an active role in the learning process of graphing.