Social Learning Theory

According to Siemens, a learning theory must do the following things:
   1. Explain how learning occurs
   2. Allow us to create future models of learning
   3. Help make sense of the present

Over the last few weeks we have discussed behaviorism, cognitivism, constructivism, and now social learning theory.  I believe that I could argue that each of the four theories just mentioned have the three characteristics that would classify them as good learning theories.  I can also argue that none of the above theories can be successful without the implementation of another.  I will not bore you with that discussion. Instead, I will give you my opinion on the social learning theory.

The social learning theory refers to learning that takes place from a social network.  It basically states that people learn from watching, talking, and questioning others.  This makes common sense.  I watch my three year old watch television or her mother and try to mimic every move.  This is a learning process.  This theory was never so evident than when I was getting my undergrad.  I recall many nights of my classmates and I getting together to study or try to figure out what in the world our professor was talking about during class.  Especially during my higher level math classes.  We used one another for knowledge.  All of us contributed in some form or another.  Ones that did not contribute usually got weeded out of the group.  This social networking, or collaboration, was instrumental in my success.  I gave you that information to show that I really do believe in the social theory and the power that it can have on people that are trying to learn.  I often let my second block class discuss answers and harder math problems with another.  This, however, leads to my issue with the theory.  Students must want to learn and be somewhat motivated for this socialistic approach to work.  Many of our students today do not possess this trait.  Students at a university usually do as do younger children.  Unfortunately, our students are growing up in a society where there are few consequences and failure is not that bad.  With this mentality the social learning theory can actually do more damage than good.  As I stated earlier, I let one of my three blocks use this socialization.  The other two are not as concerned with their learning and it becomes exactly what the name states, social.

In closing, I use a plethora of learning strategies and theories in my classroom.  Some that "experts" would love and others that "experts" would hate.  This mix and match style is what I believe to be effective.  By no means do I believe that my style of teaching is the best or most efficient and I am not naive enough to think that it works for all styles of learners.  This is why I get aggravated at "experts" that tell me how I should be teaching.  Most that have never sat in a public high school with so many different backgrounds and different learning capabilities.

My voicethread was giving a quick review to my students on solving exponential equations:
http://voicethread.com/share/2913220/

Constructionism: Another learning theory

In my professional career, I cannot even start to remember all the "learning theories" that I have heard.  This week we discussed the theory of constructionism/constructivism.  This theory basically says that people learn better when they discover or build something on their own.  Again, is this not common sense? I am a firm believer that none of the theories that I have ever heard work in our classrooms.  However, the combination of these theories along with good classroom management is the key to success.  Over the last few years I have been fortunate to witness an elementary school, middle school, and a high school in action.  What I have noticed will hopefully spark some good discussion.

First I will start with the elementary school.  During my observations I noticed that the first and second grade students were very intuitive. They sat there trying to discover new things and discussed what they were doing with one another.  The fifth grad students were still somewhat curious but their conversations were not on topic.  The middle school offered a different scenario.  The students asked questions during class but did not like the idea of being pushed. They wanted to be shown and their conversations were more social than scholastic.  In high school the students seemed to have no interest in learning.  There were a few but most wanted to do what they needed to get by.  Very few questions were asked during the teaching and most would have rather taken a nap than learn.

My point is this, young kids want to learn.  They love it.  They want to know how to count and how to read and write.  As kids get older, this trait becomes extinct and students have an I don't care attitude.  If you have raised children you know what I am talking about. Therefore, I do not believe what works for younger kids works for older students.  I also know that socioeconomics plays a huge part in the learning process and this is something that most theorists do not take into consideration.  As our state of Georgia found out in its attempt to improve math scores, things look good on paper but unfortunately our classrooms are not all the same and our students are not all the same.  Therefore, no one method can hold true.  Yes I think constructionism is a very successful tool but you must have motivated students for it to be successful.

In closing, I know that constructionism is the best method of learning.  I also think that technology will allow us to become more successful with incorporating this theory into our classrooms.  Hopefully moving forward, we can find the time and resources to allow our students to probe deeper in their learning.

Cognitive Learning Strategies

Cognitive learning is simply the processing of information.  As we all know, this processing comes in a variety of ways depending on each individual learner.  This week's resources gave us many examples of ways to help the cognitive process.  I believe that these examples are practices that all good teachers incorporate into the majority of their lessons without realizing it.  Some of these practices are dual coding, note taking, summarizing, mapping, and organizers.  I have been doing this since the day I stepped into the classroom but I never had all the interesting names.  Of these, I believe that dual coding, note taking, and summarizing are some of the most beneficial.  At least this is the case in my sophomore classroom.  

Dual coding was described as the process of incorporating images to text to help students remember what is being taught.  Its a visual hook.  I try to apply this when applicable but it is often hard with certain abstract math standards.  I try to summarize my lesson everyday.  Actually, I have my students summarize what standard we discussed that day and how to apply that knowledge.  I believe that bringing students back together at the end of the class to summarize what they were suppose to learn is important for recall and to find any misconceptions.  Above all, I believe that note taking is the most beneficial to high school students.  I say that because I think that manipulatives and visuals are important for younger children.  I wish that note taking was a class that all freshman were required to take.  Students with organized notes and good note taking skills are more successful in class.  I am not a huge fan of giving instructional maps or graphic organizers because I believe this hinders students in the long run.  Any student going to college must learn to take notes.  For many jobs, good note taking is also essential.  I am also a firm believer that when someone writes information, they have better recall of that information.  

To summarize, the strategies that are involved in cognitive learning are good skills for teachers that want to get the most out of their lesson.  We must be careful, however, on making life to easy for students.  We must prepare students for the next level.  I believe that education has lost that focus over the last decade.  Giving high school students their notes and not requiring them to do work outside of class is preparing them for failure.

Behaviorism in School

What is our job as a teacher?  Have you ever really thought about that question?  In today's world, most people know that it is to pass tests and achieve the all mighty AYP that our government puts so much emphasis on.  I do not feel that this is what I do as a teacher.  I truly feel that my job is to prepare students for whatever they choose to do outside of high school.  To be successful in our society, most of my students will never need to know the quadratic formula, circle properties, trig functions, or many other topics that I teach.  They will have to know how to think, be respectful, follow directions, and do other basic skills that will allow them to function in a positive work environment without being taken advantage of or losing their jobs.  I believe that if we can succeed at embedding these characteristics in our students, then the scores will follow.  

To do this, however, teachers need discipline in their classrooms.  This is where the behaviorist theory really comes into play in school.  The world outside of high school does not have IEPs nor does it have special education.  You do not get second and third chances at taking tests.  A person does not get a second chance at meeting a deadline.  The world is behavioristic.  It is reward and consequence in its finest fashion.  If you do not meet deadlines at work, you get fired.  If you do not make the grade in college, you get kicked out of the program.  If you excel, then you get promoted or ranked in college.  This is what I try to teach my students.  I use behaviorism in my classroom daily, as do most teachers.  I make students understand that there are rewards for success and consequences for failure.  After all, that is real world application isn't it?  

Two strategies that I strongly believe in are the practice and homework strategy, as well as, the reinforcing effort strategy.  My belief in these strategies may be due to the subject that I teach, mathematics.  For students to be successful in math, they have to practice, practice, and then practice some more.  Other strategies such as discovery learning are great but without the practice students will never master their standards.  Students must get positive reinforcement when they try to be successful.  In football, we say never get on to a player due to genetics but coach their effort.  This is true in the classroom.  Some students do not have the capabilities as others so we must try and be supportive of their effort.  This does not mean give grades for completion.  I have never understood this philosophy.  Grades should reflect knowledge not participation. 

This is where I believe technology is most helpful.  The differentiation that is available through technology is wonderful.  Programs that help reinforce and tutor students combined with work in the classroom, helps students to reach their full potential if they are willing. 

To summarize, behaviorism is essential in today’s classroom because it is in our society.  There has to be rules.  Those rules must be followed.  If they are not, there has to be consequences.  If they are, then good things will happen.  Students must be taught how to act and be respectful.  I do not see how a classroom can function without behaviorism.