Activity 4.B.1

Not everyone learns in the same way.   It is very difficult for teachers to try to reach every single student because there are so many different learning styles.  When we teach we often think of the three theories of kinesthetic, auditory and visual, but there is much more to the way people learn.  It is not just one, but a variety of different combinations of these things that creates a persons best way of learning.    I

When I develop a lesson, I try to take into account the many ways students have of learning, along with age-appropriateness of certain activities.  Technology should be used to help the teacher enhance the lesson and reach more students with a variety of learning styles.  When designing lessons with technology incorporated, the teacher should not just keep in mind how interesting the lesson might be, but how it will incorporate these theories to best reach every student.  How can technology be used to reach more students more effectively, should be essential question when designing a lesson.

Marzano's 9

1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers

Marzano's 9 strategies cross over different learning theories.  Reinforcing effort and providing recognition can be found in behaviorism and Cognitivism.  Nonlinguistic representations is an important part of the dual coding theory of Cognitivism but is also found in constructivist theory.  Setting objectives and providing feedback are in some way a part of all three of these and Universal Design.  Cooperative learning are very much a part of constructivism and UDL but Cognitivism also points out that learning can be achieved by observing others.  I think that this proves Marzano's point that the research he has done shows that no one of these is perfect, but a combination is necessary to create a successful learning environment.

I certainly didn't know anything about Cognitivism when I began my definition of instructional technology, but I included information about how technology is especially useful in dual coding (although I didn't label it that at the time).  Other than that, I have to admit that I didn't take into account any specific learning theory in my definition, but only how technology can make instruction more engaging, efficient and effective. The research not learning theory has now provided me with the why concerning its effectiveness.

During the school visit I saw a lot of what would best be labeled as behaviorism and Cognitivism.  Lessons were very structured with a great deal of choral response.  Students were doing the same assignment, not assignments tailored to their specific needs.  Technology was used for presentations, note taking and filling in worksheets (document cameras).  The teacher is required to follow a specified curriculum and plan.  He or she is allowed some leeway late in the day but is generally required to follow the prescribed plan.

I saw some great lessons from the art teacher using art to teach the directions on a compass.  The unit was all about pirates so she had the students making treasure maps.  Each map had to have certain elements and one of the key elements was a correct compass rose.  The students studied the uses and correct directions of compasses and then created their own to go on their maps.