Constructivism in Practice

Of all the learning theories explored thus far, I have the say that my kindergarten classroom is most in line with Jean Piaget’s Constructivist/Constructionist Theory.  The constructivist theory puts the learner in charge of his learning and the role of teacher shifts to that of a facilitator.  “…Knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Han & Bhattacharya, 2001, p.4).  Constructionism in the classroom involves the learner in real-world tasks where they investigate, solve problems and create artifacts that represent a learning outcome that is meaningful to them (pp.4-6). 

Project-based learning is a comprehensive approach to learning that involves engaged learners in cooperative, complex activities (p.11).  This method of learning is an example of a constructivism because it reflects a student centered learning environment and places an emphasis on object/artifact creation as part of the learning outcome that is based on real life experiences with multiple perspectives (p.12).  Firsthand experience is key to the constructivist theory (Laureate Education, Inc., 2011) and “Generating and Testing Hypotheses” follows this belief to the fullest. 

Generating and testing hypotheses is more effective over traditional style (lecture) teaching lessons because “…students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts” (Pitler, Hubbel & Kuhn, 2012, p.204).  Technology can play a major role in generating and testing hypotheses because it allows the student to spend more time interpreting data instead of simply gathering data.

I personally like the idea of using spreadsheets to generate and test hypotheses.  Using Technology with Classroom Instruction that Works (Pitler, et al., 2012), gave a great example with the interactive spreadsheet that the teacher created for her students to manipulate different retirement amounts saved over the course of 30 years.  Had the teacher made her students calculate every amount by hand, she would have lost valuable class time while the students were computing tedious math calculations.  This spreadsheet lesson was a great use of educational technology that allowed the students to gain a deeper understanding of investment basics and required them to use critical thinking skills to make predictions (p.210).  What a great, problem-based, constructionist approach to learning example. 

Resources:

Han, S., and Bhattacharya, K.  (2001).  Constructionism, Learning by Design, and Project Based Learning. 

In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.  Retrieved on May 27, 2013 from http://projects.coe.uga.edu/epltt. 

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that      works (2^nd ed.). Alexandria, VA: ASCD.

Cognitivism in Practice

Over the past couple of weeks we have read some really good articles and books about learning theories and classroom instructional strategies.  All of this new information has gotten my wheels turning.  I didn’t realize until last week that I supported behaviorism in many forms in my current classroom.  And now, I am learning that I support many aspects of the cognitive learning theory as well.  Many Cognitive Tools (Information Seeking, Information Presentation, Knowledge Organization, Knowledge Integration, and Knowledge Generation) have multiple roles for students in how they interact with new information (Orey, 2001, p.5).  With the cognitive learning theory, students must be able to acquire new information, organize and synthesize it, create, and share knowledge (pp. 5-7).

Technology can easily play a major role in cognitive instructional strategies.  When used at the beginning of a lesson, cues, questions and advance organizers focus learning on important content to come (Pitler, Hubbell, & Kuhn, 2012, p. 91).  This form of preparation gets the students ready to acquire new information.  The specific instructional strategy of concept mapping is one of my favorite ways of organizing information in a cohesive fashion.  Concept maps replicate the network model of memory, help learners organize ideas, support dual coding of information, and helps learners visualize all ideas (Laureate Education, Inc., 2011).  Needless to say, visual learners get very excited about concept maps.  My favorite concept mapping software is Inspiration.  My kindergarteners are very successful with this program.  It takes modeling and guidance, but they get it!

Summarizing and note taking is another instructional strategy that focuses on the learner’s ability to synthesize information and condense it into a new form (Pitler, et al., 2012, p.147).  There are many different ways to take notes and a plethora of computer programs to help you do it.  I have learned many new ways of note taking over the past week and plan on using some of the strategies myself, such as Track Changes and AutoSummarize in Microsoft Word (pp.149-150).  My kindergarten students would not be able to complete this form of note taking, but they could very easily use the inverted T method (p.151). 

The above instructional strategies will help me teach for understanding in many ways.  Advance organizers, concept mapping strategies, and note taking can all be produced in hard copy form to serve as a black and white example of students’ learning.  Cues and questions can be discussed verbally and serve as a marker of understanding as well.  I look forward to implementing these strategies in the years to come. 

Resources

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that    works (2^nd ed.). Alexandria, VA: ASCD.

Behaviorism in Practice

When I sit back and reflect on the many ways that behaviorism plays a role in the 21^st century classroom, I am shocked!  I am not a proponent of B.F. Skinner’s air crib (or baby box) that he raised his daughter in for the first two years of her life, and therefore frown at the mention of his name.  However, I have to admit that I agree with many of the behaviorist principles such as the stimulus-response model and operant conditioning (Smith, 1999) as well as the need for these things in the modern day classroom. 

I also firmly believe that reinforcing my student’s efforts is essential to their achievement at school.  Reinforcing efforts by providing positive feedback is a form of behaviorism at its finest!  The behaviorists view of learning labels reinforcement as the ‘cardinal motivator’ (Smith, 1999), especially when the reinforcement is positive.  Therefore, teachers need to expose students to information related to effort, teach the importance of effort and ways to expend it productively, ask students to keep track of their effort as related to achievement, and reward achievements (Pitler, Hubbel, &Kuhn, 2012, p.57-60).  Encouraging and rewarding our students’ efforts will motivate our students to do well time and time again, which is the epitome of Skinner’s operant conditioning (Laureate Education, Inc., 2011).   

We all know that technology plays a major role in our current classroom environment and that computers can be used for more than just research.  With the use of spreadsheets and online surveys, technology can be used as a form of data collection and analysis to help students reach their goals.  Online badges and certificates can be created for student recognition; online picture galleries can showcase student work; and communication and collaboration software can capitalize on our students’ natural desire to socialize (Pitler, Hubbel, &Kuhn, 2012, p.65-70).  Playing educational games and taking online tutorials is another way of incorporating technology into the classroom, and in a behaviorist manner.     

Behaviorist theory “…Posits that all behavior is learned habits…” (Orey, 2001, pg.1).  And, what better way to learn something than practice?  Through the use of homework and practice, students can fine tune their skills.  Computer-assisted instruction can be used for homework practice and follows behaviorism because it provides immediate and nonjudgmental feedback, can be individualized to meet student’s desired outcomes, and is motivational (correct responses boosts self-esteem and confidence) (Pitler, Hubbel, &Kuhn, 2012, p. 169).    
      

From free homework passes to missed recess; from smiles and praises to detention; and from behavior management charts to online tutorials, behaviorism is needed in the classroom!

Resources

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm