Professional Development about Constructivist Learning Environments - Research Paper Example

EDUCATIONAL PSYCHOLOGY Self-Regulated Learning Learning as an Adaptive Exercise Learning is a process of developing more profound comprehension and understanding - it is not merely about acquisition of a fixed body of knowledge - instead, it is about building concepts and explanations that permit us to function effectively in given situations, and to which may be sufficiently attributed explanations for circumstances presented to the learner. Self-regulated learning with the Internet or hypermedia requires not only cognitive learning strategies, but also specific and general meta-cognitive strategies. The best methods of self regulated learning is to allow students to help them understanding and finding it interesting about their chosen field of study. Website and software would help encourage students to understand the technology in television quicker and easier and make it clear in a simple and easy to follow manner. Teachers could use it as a reference to the students throughout the year so that the teachers have a visual aid that may help them teach technology in an understandable and interesting fashion. Modern psychology has established the fact, that only that learning can be useful for children which is based on practical experience. Theoretical learning or book learning is not lasting. But if a child learns doing something worthwhile, he acquires lasting experience and knowledge. Conventional education reduces to barebones knowledge and practice, depicting it as concepts and information abstractly rather than in the context of meaningful application. When students are engaged in exercises such as memorizing formulae, definitions and the like, which are detached from the applications that are meaningful for them, then the motivation and the context for learning is degraded into just passing an exam or being mediocre in the classroom. Thus, retention and application of content by the student is constrained. Self regulated Learning with technology accounts for much of the present thinking about the utilization of technology as a supporting tool for learning. As a tool, internet can be a means of finding and processing information, and to reflect on one's understandings, beliefs, and thinking processes. Utilized in such a manner, internet technology is provides learner to collect information and explore new content knowledge on his own and without the assistance of teachers and parents. Ordinary application software such as word processing, spreadsheet, graphics, presentation, and database software, problem solving software, simulations, electronic mail and the Internet are technological tools that help an individual in his quest of learning. Self-regulated learning with the help of online course animations, hypertext, or click able diagrams and video clips helped concepts that a static textbook image simply cannot. Video clips showing how to mount a camera on a tripod can help explain concepts much more easily through visuals that are not easily explained by a lecturer or a book's textual description. The risks in Self-regulated learning involves learner's dilemma to gather right knowledge from flood of information available and incoherency of some of the documents provided. Many chances, which the learners might get, distracted from their learning objectives and without the proper guidance of teachers and classroom instructions. Self- regulated learner will be consuming his valuable time searching irrelevant information. Hence, it is very difficult for self-regulated learners, in the absence of correct guidance from teachers, face difficulties to cope with numerous new demands in web-based learning environments (Pressley & Ghatala, 1990). Teachers in classroom sometimes have difficulty processing information in a lecture and they could substantially benefit by having the teachers written lecture notes online, letting the students learns through web-based learning environments. To help the visual learner and those who may have missed lectures, the lecturer could convert and archives online notes or slide presentations according to lecture dates. Students can use the resources as study guides to complement in-class notes and review material before examinations. Archived material may be used for future classes and can help formulate the content of future Internet-delivered courses that the lecturer may one day teach. From this viewpoint, this is an excellent reason for designing the self regulated learning environment where, learners will be misguided. Utilizing conventionally available software (databases, spread sheets, e- mail, multi-media, hypermedia and others) allows self regulated learners to use technology for both the construction and representation of knowledge. This web enabled environment helps transcend the limitations of the mind, such as memory, inactivity of thinking, learning, and problem solving. Electronic, virtual, and real-world elements help to provide tools and resources for learners' knowledge construction. They are the essential ingredients of Self-regulated learning. The synergy of constructivist learning environments with technology is complicated and yet critical for the gearing up self-regulated learning for the knowledge requirements of the 21st century. Students live in an Information Age where geographic mobility, intellectual flexibility, and the synthesis of work and learning are the norms of the workplace (Dolence & Norris, 1995). Educators have the chance to encourage students to and help them develop critical thinking skills that will make them viable and contributing members of society to fetch the correct knowledge. Professional development about constructivist learning environments, technology, and the interplay between the two is necessary. A critical ingredient frequently missing from most technology implementation initiatives is professional development that assists teachers in thinking about how technology can support student's own instructional goals and learn how to orchestrate a class in which students are doing challenging projects, portions of which are technology based. The potential of technology and in particular an internet website, in aiding student self regulated learning using a constructivist approach. The effectiveness of internet technology in contributing to self learning is a function of how well the technology supports a particular model of learning and the appropriateness of the model to a particular learning situation in a primary school or college Technology increases the complexity with which students could deal effectively and innovatively, leading to enhanced learning and student specialization in their core field. The dynamic and interactive nature of internet technology and the power of its information-processing capabilities permit self regulated learners to learn with technology. Moreover, the Internet has been proven to promote self learning student exploration and problem solving. Many new areas in web based environment such as database soft wares holds strong promise. Apart from the website, this is yet another learning tool that may be explored. Similar to websites, constructing computer-based idea webs using knowledge mapping software can engage self regulated learners to explicit description of concepts and their interrelationships, deep processing of knowledge, which promotes better remembering and retrieval and the ability to apply knowledge in new situations and relating new concepts to existing concepts and ideas, which improves understanding. 2. The general state of knowledge on the use of behavioral strategies to punish students in school settings Discipline and punishments in schools are often seen as being negative, harsh or even cruel. But, in fact the two are distinctively different. Punishment is a strong response when a child has broken an accepted rule of moral behavior or has done something contradictory to the rules of the school. Discipline teaches the child to use and channel all his strength and weakness to achieve something positive in life (Amala, 1995, p-3). The aim of punishments should be to teach and to train. A child in his natural, wild, undisciplined state is no joy to have around. Moral and spiritual character takes years to build and it requires constant attention and patient disciplining. Although it is the family responsibility to train a child, it is equally the responsibility of the school to ensure that its pupil turn out into upright, pleasant, and courteous young men and women. Therefore discipline has to be enforced in a constructive way. Punishment on the other hand, should teach a child that he has broken school rule and should not repeat it again. Punishment is a necessary part of growth, for character development and therefore it must have some value if the child is to benefit from it. The most common punishment children have to face in school is being sent out of the class room for a variety of reasons. If one thinks about this, it could be clear that this form of punishment is a waste of the child's productive time. It does not help the child who has left his book at home or forgotten his pen or has not done his assignment to remember it the next time. Many children are quite happy to send outside as it takes them away from the pressures of the classroom. A better preventive measure could be to allow the child to write his lesson on a sheet of paper and stick it or copy it into his book later. Teachers should remember that children, at all stages of school, will forget their assignment or the right books or equipments needed for the day, and that these acts of carelessness are not offences that need harsh punishments. But the child should not make a habit of such acts of forgetfulness, or take advantage of the teacher's practical approach. Depending on the school's system of rules and resources available, the child could be asked to do extra work at break, such as handwriting, math's or table practices, memorizing a phrase and for other children more difficult work on similar lines. Parents should be informed of the child's lapse and the particular measure adopted which could be recorded in the child's diary and signed. If large numbers make it impractical for the teacher to follow such a system, responsible class captains could be chosen to check the details. In many schools, teachers hit children, pull their hair, pull or pinch ears for producing messy or careless work, talking in class or coming late. These slips of behavior are a natural part of a child's development, they have various priorities and often, school is not as interesting as playing outside or watching a cricket match. Therefore such slips on the part of a young child could be corrected wisely. It is easy for teachers as adults to use their position of power over their pupils, by punishing them when they are frustrated, overworked or anxious about domestic problems. Teacher should remember that children with all their exasperating qualities can also be delightful and therapeutic to have around, if an adult has a good rapport with them. Such children will study well and respect their teacher when the punishments are fair and just. Some teachers take the trouble to find out the cause of the child's rapes. With this knowledge, the teacher can help the child in a positive way by getting him to finish his work sometime during the day. Some schools have a system of awarding stars for good work as well as for good effort, spontaneous acts of kindness, helpfulness or any spark of positive behavior, and stripes for forgetfulness and other lapses or bad behavior. These are recorded in a chart in the class room and totaled and recorded in the child's report. Alternatively, these could go towards house points and at regular house meetings, the house captain demands an explanation which makes the children more careful in future. The system will also teach them that they are always a part of a community and have to contribute their mite towards the betterment of the group. In spite of the extent to which children can exasperate a teacher with their lack of interest or negligence, the types of physical punishments that some schools administer are wrong. Firstly there is a risk that the child's faculties can be permanently damaged. Equally important is the fact that a child is a little human being and it is not right for an adult in a position of power to demean him in front of others and demoralize him. The child develops resentment, rebelliousness, hatred and a negative attitude towards teachers and schools. His desire to learn, and any interest in particular subjects could be destroyed permanently, or until another teacher responds in a kind and positive manner to rekindle the lost interest. Teachers should realize that the paradox of punishment is that it works only with those who have retained a sense of justice and for the rest; it merely evokes resentment negativism and a vow of retaliation. Many of these offences could be solved without creating early anxieties, fears and resentment in children which could develop into complexes by merely cooperating with parents. Sometimes, a short sharp, shock is all that is needed to bring the child to a realization of his faults. For more serious offences like cheating, stealing, bullying and lying, children should be made to understand that these qualities are destructive not only to the development of their own personalities, but also to relationships and their living environment in general. A sound value based ethical education should be part of the curriculum, to teach children the differences between right and wrong. It will be a good practice for teacher to see the faces of his or her own children in every child in the class if they do so, they will know from experience that all offences are not punishable and that all punishments have varying degrees which could make or mar a child. They will also remember that discipline that is swift just and restrained make sits point while preserving the dignity of the offender. The purpose of the punishment therefore should be to make the child a better person, to make him aware that there is always room for improvement and to make him want to be accepted as a caring, courteous and conscientious person. Discipline should be the medium through which this is achieved. References Amala Emmanuel, (1995), Education and Child; The Hindu speaks on education, kasturi & sons ltd, Chennai, 3-9 Dolence, M. & Norris, D. (1995). Transforming higher education: A Vision for the 21st century. Ann Arbor MI: Society for College and University Planning. Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: monitoring learning from text. Educational Psychologist, 25(1), 19-33. Read More