Final Reflection

As I reflect on the personal learning theory that I wrote in week one of this course, I realize that many of the practices that I believed to be effective with my students are supported by effective research-based learning theories that were outlined in this class. I feel fortunate to have taught in a district which provides current and ongoing staff development, which is based upon these effective practices. I have had the opportunity to incorporate many of these instructional strategies, and have seen the benefits to the learner.

I believe that students need to be actively participating, working collaboratively and involved in creating meaningful projects.  This can look different depending upon the specific learning objective, but regardless of the lesson, students are active participants and engaged in their learning outcomes. Personal connections help to solidify and validate the essential learning for each student. Dr. Pat Wolfe described the four major findings from brain research, one being that the brain seeks meaningful patterns (Laureate Education, 2010).  When learning has personal meaning, students become stake-holders and are more engaged. 

This course deepened my knowledge and understanding of the nine research based instructional strategies: identifying similarities and differences; summarizing and note taking; using cooperative learning; setting objectives and providing feedback; generating and testing hypothesis; using cues, questions and advanced organizers; creating non-linguistic representations; reinforcing effort and providing recognition and assigning homework and practice.  According to Dr. Debra Pickering, the effective teacher has mastered all of these strategies, yet she suggests that teachers choose one or two and work on refining until they are effective (Laureate, 2008).

As a result of my learning in this course, I have taken Dr. Pickering’s suggestion to heart.  I have listed the nine research based instructional strategies, and placed them in the front of my plan book as a reminder to incorporate them in my instructional planning on an ongoing basis. I also have made it a point to explicitly teach the strategies to my students as they are introduced.  For instance through modeling, guided practice and independent practice I have incorporated the use of advanced organizers and taught students how to use them effectively.  Often we as educators overlook the importance of   taking the time teach students how to use learning strategies effectively.  Doing so will enhance their learning experiences and empower them to become lifelong learners.

Two technology tools that I would like to use immediately with my students are virtual field trips and Voicethread.  Virtual field trips create episodes for students and provide rich experiences that help students connect information to. This will support my 3rd graders' learning as they study United States symbols and monuments. Voicethreads will enhance student learning by incorporating the use of multiple senses to their presentations.  I have found that by having students use Voicethreads to create a project to showcase their learning, I am able to easily differentiate instruction and students with a wide range of proficiencies are able to be successful.  I also like how students are able to share, give and receive feedback on their Voicethread projects.   Another goal I have is to incorporate more cooperative learning projects. With well planned learning structures such as cooperative learning, there are many benefits to the learner.  Cooperative learning actively involves students in the learning process and also promotes collaborative skills in a social setting. Students must think critically to accomplish the group task.  Cooperative learning also promotes social interaction skills such as leadership, decision making, trust building, effective communication and conflict management.

This course has broadened my repertoire of instructional skills and also helped to validate the effectiveness of strategies that I already had in place.  I have learned from current brain-research how to help my students retain information in their long-term memory for lasting learning.  I look forward to continuing my practice of incorporating effective learning strategies and the new technologies that I have learned in this class in order to help create actively engaged learners.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program Number 2: Brain Research and Learning [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. 

Laureate Education, Inc. (Producer). (2008). Program eleven. Instructional Strategies, Part One [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.