Constructivism in Practice

With the emphasis on creating a student-centered learning environment in today’s classroom, the use of constructivist/constructionist learning theories have a pivotal role in achieving this goal. In an effort to provide students with real-world experiences and to solve realistic dilemmas educators provide learners with problem-based learning (Glazer, 2001) and an opportunity to actively engage them in creating or designing artifacts (Han & Bhattacharya, 2001; Laureate, 2011) to enhance their learning.

            With the available educational technologies, providing students with these learning experiences is increased making the learning experience richer and more meaningful to students. In this week’s learning resources we explored the teaching strategy Generating and Testing Hypothesis. Pitler, Hubbell, Kuhn & Malenoski (2007) states that this teaching strategy can be used in all content areas and not just applicable for science.

            The use of generating and testing hypotheses correlates with the principles of constructivist/constructionist learning theories as they “engage students in complex mental processes, applying content knowledge and enhance understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007). In the course text, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn & Malenoski (2007) suggested that these educational technologies can enhance the practice of generating and testing hypotheses – spreadsheet software as an interactive tool, data collection tools which acts as a cycle of inquiry, and finally web resources (gaming software/simulation) which provide simulated scenarios and interactive experiences that allow students to be engaged in project-based, problem-based, or inquiry-based learning in the classroom.

            These educational technologies definitely correlate with the instructional strategy – generating and testing hypotheses – and the constructivist/constructionist learning theories.

References

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 26, 2012, from http://projects.coe.uga.edu/epltt/

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 September 26, 2012, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (2011).  Constructionist and constructivist learning theories. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

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

Cognitivism in Practice

Cognitive theories of learning deal with how the mind process information, that is, how we think and gain knowledge and allow us to interact with information in order to acquire and share new knowledge (Robertson, Elliot & Robinson, 2007). Using cognitive theories of learning in the planning of lessons will assist teachers to be more effective in their delivery of content matter as well as increase students’ engagement and their ability to recall and apply information.

            This week, two instructional strategies were explored – cues, questions, and advance organizers and summarizing and note taking.  In today’s classroom teachers consistently ask questions to clarify students’ understanding and the use of cues to help them recall information within the classroom. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that “cues are explicit reminders or hints about what students are about to experience. Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge. Advance organizers help students focus their learning”.

            In using the cues, questions, and advance organizers strategy several technology tools – word processing applications, spreadsheet application, organizing and brainstorming software, and multimedia application – are available to the teacher.  The use of word processing applications allow the teacher to use expository, narrative, and graphic advance organizers or a combination to allow students to organize their thoughts and get them thinking about what they know about a given topic. This embodies the cognitive theory as students are actively engage in the lesson and not merely sponges soaking in the information directly from the teacher. The use of spreadsheet allows students to apply their critical thinking skills. Other technology tools such as brainstorming software allow students to draw from experience/memory. The use of essential questions also causes students to analyze and critique something using the knowledge gain which ties in with information processing (IP) which is part of the cognitive processing theory (Orey, 2001). Dr. Orey stated that when students are able to make connections with what they are learning they are more likely to be able to recall the information (Laureate, 2011). To establish this connection, teachers need to provide opportunities to activate students’ background knowledge where connection can be made and the use of educational technologies provide visual aids and multimedia resources that appeal to the various learning styles in the classroom.

            Looking at the teaching strategy of summarizing and note taking assist students to “synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). With this strategy, the teacher is helping the student to not only process information but sieve, thus keeping the important data from unimportant information. This tie in with Dr. Orey’s discussion where he mentioned that our short term memory can only process 7 (+/- 2) pieces of information, therefore it is essentially that our students learn how to sieve information to be able to retain the essential. Web 2.0 tools such as wikis and blog can be used as reciprocal teaching tools which allow for collaboration and in-depth conversation that extend beyond the classroom.
           

References

Laureate Education, Inc. (2011).  Cognitive learning theories. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

Orey, M. (2001). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 18, 2012 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.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging     perspectives on learning, teaching, and technology. Retrieved September 19, 2012 from http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

For week two (2) of my Walden University course ‘Bridging Learning Theory, Instruction and Technology’, the behaviorist learning theory was the focus. Learning theories has been around in education for a long time and seek to provide a pedagogical foundation for teachers to understand how students learn. Behaviorism is concerned with observable human behavior (learned habits) as a result from stimulus-response. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishment, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008). Thus, behaviors that are undesirable can be replaced by new desirable behaviors. In the week’s learning resources, Dr. Orey stated operant conditioning is the practice of behaviorism in the classroom and operates on two (2) premises – reinforcement of desirable behaviors and the punishment of undesirable behaviors. Of these two mechanisms, reinforcement is the most powerful, especially in classroom management (Laureate, 2011).

            Along with looking at the behaviorist learning theory, this week’s learning resources also looked at instructional strategies – reinforcing effort and homework and practice – that embed technology. Pitler, Hubbell, Kuhn & Malenoski (2007) in their book Using Technology with Classroom Instruction that Works stated that effort is needed for students to attain success as it is within the individual’s control. The instructional strategy of reinforcing effort embodies the behaviorist learning theory as it helps students to understand the relationship between effort and achievement. With this strategy students are taught the importance of effort and how to track the effects of their effort. The use of educational technology such as the spreadsheet software and data collection tools can help support the teacher’s reinforcing effort in the classroom. This teaching strategy work in a similar framework as the behaviorist theory, undesirable behavior is being replaced by desirable behavior in order to assist students to achieve success. Teaching students the importance of effort and how to track their effort is the reinforcing behavior that students must adopt and it is reinforce until the students get it. The use of the spreadsheet software not only engages students in the process but also let students see the relationship between their effort and achievement over a given period. I must say this is not a panacea for students’ lack of effort in the classroom, but with “consistent and systematic exposure” (Pitler, Hubbell, Kuhn & Malenoski, 2007) an impact would be made.

Pitler et al (2007) stated that the use of data collection (as well as online surveys) can be used to show students the relationship between effort and achievement, especially when students can associate themselves with another group. Knowing and seeing that others have gone through the process and overcame the challenges they would be motivated to put out the effort. This is in line with the behaviorist theory, students’ effort is reinforced and they begin to take more responsibility for their own success – a new behavior is learnt.

            After concept has been taught to students, they need to practice and apply their learning for it to become permanent and available when needed. Teachers accomplish this task with the use of Homework and Practice. Pitler et al (2007) stated that homework and practice allow students to review, deepen understanding, gain proficiency and apply what they have learned. As educators we are aware of the pitfall assigning homework can entail and as such Pitler et al (2007) suggested that teachers should:

·         “establish and communicate a homework policy

·         design homework assignments that clearly articulate purpose and outcome

·         vary approaches to providing feedback.

Like the behaviorist theory of reinforcing desirable behavior, assigning homework allow student to practice concept/skill until proficiency is reach. It is essential that teacher provide feedback to students as quickly as possible in order to avoid erroneous practices. In using this strategy there are several educational technology available to help teachers extend learning outside of the classroom which will make it easy for students to work individually and collaborative on assignments.  These educational technologies include Word Processing, Spreadsheet, Multimedia, Web Resources, and Communication Software.

The use of some educational technology has created a strong link with the behaviorist learning theory which has not only help teachers with classroom management but help students to repeat aspects of learning (behavior) until proficiency is attain. As such one can conclude that the behaviorist learning theory still has its place in the 21-st century classroom.

References

Laureate Education, Inc. (2011).  Behaviorist learning theory. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

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

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