Constructivism in Practice

“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, & Kuhn, 2012, p. 204). No longer confined to science labs in schools, hypotheses, predictions, data collection, reflection and results are used in classrooms throughout schools, providing students with constructing their own learning. In classrooms where constructionism takes place, teachers are facilitators and students, using critical thinking and problem solving, construct artifacts relevant to their lives.

Incorporating problem based learning, students focus on solving a real-world problems where there are no definitive answers; “knowledge is constructed within each individual or community based on the learner’s or community’s prior knowledge, values, beliefs, and perspectives” (Orey, 2001, para. 21). Students’ work collaboratively to synthesize their information, compare findings and create a project that demonstrates the learning and illustrates their results and possible solutions. Students are lead, not by curriculum, but by finding a solution to s real-world problem.

Through project-based learning, students plan a project lasting more than a few class periods with multiple steps. Learning is student centered, stressing collaboration, reflection, time management, authentic content and assessment, and culminating with the creation of an artifact representing knowledge learned. Project based learning is assessed by peers and teachers, in addition to self-assessment and reflection, allowing for revision of projects and artifacts.

Another example of constructionism is learning by design, which “emphasizes the value of learning through creating, programming, or participating in other forms of designing” (Orey, 2001a, para. 5). Given clear expectations, students understand what is expected, the learning objectives and the evaluation used, and, at the same time they are in charge of their learning. As the teacher becomes a facilitator, the student makes decisions regarding their project while planning the construction of their artifact. Throughout the process, learners receive feedback and self evaluate, from which they can reflect (Orey, 2001b, para. 8).

Whether one uses project or problem based learning, or learning by design, they all exemplify the theories of constructivism and constructionism; learning is constructed within the mind of the learner, not transferred from the teacher. Students lead their learning, examining real-world problems or issues and ultimately finding solutions depicted in artifacts that are reflected upon and shared.

References

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

Orey, M. (Ed.). (2001b). Problem Based Instruction.  Emerging perspectives on learning,

 teaching, and technology. Retrieved from: http://epltt.coe.uga.edu/index.php?title=Problem_Based_Instruction

Orey, M. (Ed.). (2001a). Constructionism, Learning by Design, and Project-Based Learning. Emerging perspectives on learning, teaching, and technology. Retrieved from: http://epltt.coe.uga.edu/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning

Cognitivism in Practice

"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand"

(Confucius circa 450 BC).

Confronted, day after day, with diverse learning styles and students who have a “dominant sensory gateway” our students, and we as educators, benefit from the use of instructional strategies (Lever-Duffy & McDonald, 2008, p14). Involving our students through kinesthetic, auditory and visual methods, along with knowledge of differences in information processing, we can provide each student with success.

Utilizing some of the instructional strategies this week, we are given the proverbial net by which to catch the majority of students. For the visual student, the use of a graphic organizer allows dual coding and the ability to elaborate by assigning an image to a word, phrase or concept. As mentioned in the book, Using Technology with Classroom Instruction that Works (Pitler, Hubbell, & Kuhn, 2012, p. 154-155), the use of a graphic organizer template, such as definition frames or problem/solution frame gives students guiding questions by which to summarize their knowledge. Incorporating images within these frames accesses the dual coding taking what is in the working memory and processing it through to the long-term memory. I have used Wordle with my sixth graders, but not as a note taking or summarizing activity. Using Wordle, or even WordArt in Microsoft Word could have great potential with visual learners as they summarize information. As stated by Dr. Michael Orey, getting information into the long term  “is what we want to do in the classroom” (Walden Laureate, Inc 2011).  In addition to the graphic organizer

Teaching the auditory student, use of video and/or audio gives the student opportunities to listen to the material multiple times. Through numerous listenings, students are able to relate the audio/video into episodic experiences. Using what is heard and relating it to personal experiences, or events, assists in the transfer of short-term knowledge into long term. Additionally, the ability to absorb declarative facts and information aurally, gives those students a clear path for sustained knowledge. With regards to note taking and summarizing, the use of an app like Dragon Dictation, gives students the opportunity to verbally record their knowledge, transferring into text, by which they can edit and organize. Using this application myself allows me to record thoughts in random order, as that is how my brain works most often; after transfer into Word, I can apply order to those notes. Coming from the other direction, taking text from a word processing program or online app like Evernote and transferring them into a text to speech program such as vozMe, gives the auditory student and audio recording of their knowledge. This can prove useful for organization of notes or checking the completeness of a summarization.

For the kinesthetic learner, the “motion portrayed in the video” (Pittler et al., 2012, p.96) connects with their need to move. Also, the use of graphic organizers gives the kinesthetic learner hands on experience manipulating the nodes and information. Using the graphic organizer, students can get their information out and then organize it moving and positioning the different and related nodes. Using multimedia to summarize information can easily display the knowledge of the students. Working in iMovie this week with a group of fifth grader, they created short movies regarding what they had learned in history. One group of boys created a movie about taxation without representation. This allows the boys to be outside, verbally express their knowledge while in costume and staging a protest, a much more exciting way to demonstrate their understanding of the material, than writing a paper.

With the reality, that short, (working) memory can process seven, +/- 2 pieces of information at one time, we as educators need to utilize ways to present information to our students. With enough diversity in our lessons, we will be able to involve all our students, creating a successful environment.

References:

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical Foundations

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

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

Behaviorist Learning Theory in the Classroom Today

Utilized in many classrooms, B.F. Skinner's operant conditioning reinforces desired behaviors while punishes or extinguishes undesirable behaviors. As Dr. Michael Orey states, the reinforcers are the most powerful tools to elicit appropriate behavior in the classroom (Laureate, 2011).

Rewarding persistence and practice can go a long way in "reinforcing effort and reassuring students that they too can succeeded if they keep trying" (Pitler, Hubbell, & Kuhn, 2012). Giving clear goals of performance and data collection to show progress allows students to understand what their persistence and effort can achieve. This is accomplished when teaching the skills of typing using UltraKey or Mavis Beacon. Students are given a baseline typing test at the beginning of the year using black keyboard covers completely covering the laptop keyboards. Students are asked to practice typing at home, as a type of homework, as well as at school. Periodically students are tested as to the progress towards grade level typing goals; fourth graders, 10 words per minute, fifth grader, 20 words per minute and sixth graders 30 words per minute. For those students who take the initiative to practice, the proof is in the pudding, as they say. As they take periodic tests, they are immediately given the data which clearly shows their effort and persistence, or in some cases, their lack of effort. For those who do show progress throughout the year, they are allowed to take time to use their laptop for another activity. While those who are still not making the connection between practice and rewards, they continue to preform below grade level and are unable to enjoy the rewards classmates are experiencing. By the end of the school year, the data collection on their individual accounts reveals the truth of their actions; those who practiced have made steady gains and will receive a typing award in front of the school. Utilizing standards-based criteria ensures no one receives an award due to popularity or for some other reason.

In what ways do you feel you use the Behaviorist Learning Theory?

References

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

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