Constructivism in Practice

Constructionism is a “theory of learning that states that people learn best when they build an external artifact or something they can share with others (Laureate, 2009). In a classroom that promotes constructionism, the teacher is more of a facilitator or a guide. There is less “lecture time and increas[ed] learner participation through thought-provoking questions, feedback and guiding” (Orey, 2001), the students rather than directing them. When using Project-Based learning, which “engages learners in complex activities” (Orey, 2001), it is important that the goals and expectations of a project are clear and attainable. The teacher, acting as a guide, should explain that there are “multiple strategies” to attacking their project and “various ways of solving the problems that they encounter” (Orey, 2001).

Using the technology available today is a great way to incorporate the Constructionist Learning Theory, especially since our students today ‘live for’ their technology. By using tools such the Internet, Word processing, PowerPoint presentations, Publishing tools, Excel spreadsheets, wikis, podcasts, etc., students can work collaboratively or independently to create a projects that are meaningful by “allow[ing] the learning process to take place in a more meaningful context” (Orey, 2001). Constructionism prepares students for the real world by providing them with “tasks … based on hands-on experience in real-world contexts”” (Orey, 2001).

Resources

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: 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

Cognitivism in Practice

Cognitivism in Practice

In the course text Using Technology with Classroom Instruction that Works, we explored two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” We also learned about the Cognitive Learning theories and ways we as educators can make the best use of our students working memory.

Chapter 4, Cues, Questions, and Advance Organizers, “focuses on enhancing the students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.73). Cues provide hints about what students are going to learn, while questions “perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.73). Advanced Organizers provide a structured way to organize information about a new concept or a new topic. I use all three strategies when introducing a new story, poem, novel, or concept in my English class.

Chapter 6, Summarizing and Note Taking, focuses on “helping students separate important information from [the] extraneous and state the information in their own words” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.119). We learn that “verbatim note taking is perhaps the least effective way to take notes, notes should be considered a work in progress [and] be used a s study guides for tests, [and] the more notes that are taken, the better” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.120).

In Dr. Michael Orey’s video presentation this week, we learn that there is a need to “present things both visually and auditorily [and that by] integrating multiple senses in presentations, [it] improves learning” (Laureate, 2009). By using images as well as text, we increase the probability that our students will remember what they are “learning.” Elaboration is the primary mechanism for storing information into our long-term memory. By using technology such as PowerPoint presentations and Concept Mapping Tools, students can “build” memory and more meaningful learning experiences, and therefore be able to access this information from a variety of “folders” in the brain. Because Concept Mapping Tools help learners visualize ideas and connections between ideas, these ideas are more likely retrieved from their storage in the brain because as Dr. Orey said, ”Images are really powerful tools to use in the classroom” (Laureate, 2009).

References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Behaviorist Learning Theory

"In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones " (Orey,2001). As a high school teacher I find myself punishing inappropriate behaviors far too often, which takes time and energy away from rewarding the desired behaviors. The 80/20 rule often takes over... 20% of my students take up 80% of my time. After learning more about the Behaviorist Learning Theory and the power of positive reinforcement in changing behaviors, I have vowed to make a conscious effort to reward positive, appropriate behaviors.

One instructional strategy explored in this week's readings is Reinforcing Effort. According to the authors, success can be attributed to a number of different sources, but “effort is the wisest choice for someone who intends to achieve success or maintain it, as it is the only one within an individual’s control” (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 155) But too often, students fail to make the connection between effort and success, often attributing their results on luck or lack of ability. I can't tell you how many times I have discussed poor test results with a student, and when asked if they studied, their answer often matched their results... "a little", or "during lunch:, etc... Or how often have you had a student suddenly concerned about their term grade a week or two before the marking period ends, only to review with them that their effort was non-existent in the first 8 weeks. “One easy way to help students make the connection between the effort and achievement is by using a spreadsheet like Microsoft Excel” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155) Using a rubric that clearly explains what effort looks like is an important piece of the process. Students can then use the results of their spreadsheet data to recognize certain areas that need improvement by increasing or refocusing their efforts.

The second instructional strategy explored in this week's readings is Homework and Practice. To give homework or not? That is the often debated question. As we have been taught as educators, “...homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.187) Just as in learning how to shoot a foul shot, tee off on a golf course, or learn how to play the piano, “mastering a skill or process requires a fair amount of focused practice”(p.188) B.F. Skinner called this focused practice Programmed Instruction. In the classroom, using technology, today we call this the use of Online tutorials. Using Technology in and out of the classroom can help facilitate homework "by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills.” (p. 189) But using just "drill and practice" alone can be ineffective, because it does not create a passion for learning. Therefore, it is important to incorporate different types of technology and assignments for homework enrichment. For example, “…multimedia homework is an opportunity to deepen understanding and gain proficiency "(p. 192). One example that I use is that after we complete a novel, such as "To Kill a Mockingbird" or a longer unit, I have students work collaboratively to create an online PowerPoint Jeopardy game to use as a review for the class. We also use wikis so that the students can work on group projects/assignments at home, as long as a computer is available in the home.

References:

Orey, M.(ED). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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