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Constructivism in Practice

            The instructional strategies described in this week’s resources correlate with the principles of constructivist/constructionist learning theories because they provide authentic learning opportunities resulting in the creation of an artifact.  The use of data collection tools and web resources allow students to see the bigger picture, often relating it to their own experiences (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   Whether students are participating in a Web Quest, online simulation or the creation of a Power Point presentation they are engaged in learning that is personal to them which is key to the learning theory of constructionism (Laureate Education, Inc., 2010).

Problem based instruction also reflects the ideas of constructivist/constructionist learning theories.  Student centered learning that requires collaboration to solve a problem allows students to learn that there is not always a right or wrong answer to everything (Orey, 2001).  Students begin to create their own ideas and connect their new learning to past learning experiences.  Much like problem-based instruction, a classroom environment that focuses on learning by design, provides students with “hands-on experiences in real-world contexts” (Orey, 2001).   

I believe one of our goals as educators is to prepare our students for the yearly-standardized tests but more importantly I believe I must prepare them for life after their formal schooling has ended.  To be able to do this,  it is critical that I provide students with learning experiences that reflect the theories of constructionism and constructivism.   One website that I have used to meet this goal is http://www.shodor.org/interactivate/  which provides many great online simulation.   Through the use of websites like “Shodor”  and other instructional strategies that reflect the ideas of the constructivist/constructionist theories of learning we will prepare our students for school and their years after school.  

References: 

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

          According to Dr. Michael Orey cognitive learning theories “revolve around information processing” (Laureate, 2010).  Information processing is more than just taking information in and regurgitating it on a test.  To be able to process information a students needs to be able to take the new information and connect it to prior information (Laureate, 2010).  For a student to make these connections they need to be engaged in activities that provide elaboration, episodic experiences and connect images to text (Laureate, 2010).  The instructional strategies discussed in Using Technology with Classroom Instruction that Works, “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are key in helping students make connections (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

 

            Concept mapping tools can be used to help students to organize, reorganize and use information related to a particular writing assignment allowing students to focus on their learning—not writing, erasing, rewriting, erasing, etc.  Other uses of concept maps provide students cues about what they are about to learn  (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Concept maps can help students to question their learning, activate background knowledge while making connections for new learning.  Providing students with this tool helps them to organize information as they learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  It is also important that students are provided tools to help them learn to summarize and take notes.  Online Concept mapping resources, Microsoft PowerPoint, and Microsoft Word are tools that can improve students’ effectiveness in summarizing and note taking.

            Virtual field trips are another way for students to engage in episodic experiences—thus helping them make connections from their prior knowledge to new knowledge.  Virtual field trips provide students with the opportunity to travel to places they would not have otherwise been able to travel.  These experiences allow teachers to use higher level questioning because students are not having to simply recall facts they read in a textbook. 

Using concept maps and virtual field trips will help me teach for understanding because I will be meeting the varied learning styles of my classmates.  No longer will students just be receiving the information auditory or reading it in a text.

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Analysis of Instructional Strategies and Correlation with Principles of Behaviorist Theory

          The instructional strategy of reinforcing student effort is related to the behaviorist learning theory.  When you help students recognize the correlation between effort and achievement you are reinforcing the idea of what you see is what you get.  Knowing that the behaviorist theory of learning is based on what you can observe; tracking effort vs. achievement helps students see the connection between the two (Orey, 2001).  If students keep track of their effort and achievement using a spreadsheet and then graph the relationship they receive feedback resulting in positive or negative reinforcement.   

Homework, like the behaviorist learning theory, is surrounded by controversy.  It is my belief and philosophy that homework has a place within my 4^th grade classroom.  Homework provides “students a chance to review and apply what they have learned” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Research shows that “mastery requires focused practice over days or weeks. After only four practice sessions students reach a halfway point to mastery. It takes more than 24 more practice sessions before students reach 80 percent mastery. And this practice must occur over a span of days or weeks, and cannot be rushed” (Anderson, 1995; Newell & Rosenbloom, 1981).  As teachers it is necessary that we provide our students extra practice time and one-way to do this is through the use of homework. 

Another way to provide this practice is through the use of web resources.  Web resources can be used individually, small group or whole group at school or from a student’s home.  Web resources provide students positive reinforcement for correctly answered questions.  I use several behaviorist technology sites that allow students to review concepts taught in class.  The sites I use most frequently are: http://www.ixl.com (subscription required), www.internet4classrooms.com/ and http://illuminations.nctm.org/.  The links and corresponding activities on these sites provide students with what Dr. Orey calls programmed instruction (Laureate Education, Inc., 2010).  Using technology in this way provides students more practice than what is provided within a particular lesson helping students reach mastery level (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

Despite the continued controversy about the effectiveness of the use of the behaviorist theory in the classroom—I will continue to use it to meet the individual needs of the 26 nine and ten year olds in my 4^th grade class.  Through direct modeling and teaching of the relationship between effort and achievement and the continued use of homework and practice resources my students will be better prepared for life beyond the classroom. 

References:

Anderson, J. R. (1995). Learning and memory: An integrated approach. New York, NY: John Wiley & Sons.

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.