Constructionism in Practice

Constructionism in Practice

            Our resources make connections between instructional strategies and the constructionist and constructivism theory.  Our text stated, “when students generate and test hypotheses, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202).  Six tasks were presented that teachers can utilize to facilitate the generation and testing of hypotheses (Pitler et al, 2007, p. 203).  Each of these six tasks made a connection with the constructionist constructivism theory.

            One of the six tasks is invention.  In this task learners investigate a need and then create a solution (Pitler et al, 2007, p. 203).  This is a great example of the constructionist theory, which involves creating an artifact and sharing it with others (Laureate Education Inc., 2011).  Another of the six tasks is experimental inquiry where learners witness an event and then try to create a hypothesis as to causes of that event (Pitler et al, 2007, p. 203).  Students then create an experiment to test their guess (Pitler et al, 2007, p. 203).  This is another example of students involved in creating something and being actively involved in determining a solution.  A student being engaged in the process of learning is part of the constructionist theory (Laureate Education Inc., 2011).

            There are many theories available to teachers to promote student learning.  Educators need to utilize the components of each of the theories to best reach their learners.  Staying abreast on how technology can be integrated with these theories can better reach the diverse groups of learners that all educators encounter.

Resources

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., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works.Alexandria,VA: ASCD.

Cognitive Learning Theory

Educators need to understand the ways in which students learn and process information.  This week’s instructional strategies and learning theory focused on making connections with student’s learning and how technology can aid in those connections.  Cognitive learning theory is based on how information is processed (Laureate Education, Inc., 2011).  Two instructional strategies presented in this weeks learning will assist me in teaching for understanding.

The first instructional strategy presented in this week’s reading was “Cues, Questions, and Advance Organizers.”  In this chapter, a connection was made with the cognitive learning theory that will help me understand how to better teach my learners.  The main idea of this chapter was focused on “enhancing the way in which students retrieved, used, and organized information about a topic” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p.73).  According to the authors (2007), prior to a lesson, both cues and questions are used to recall prior knowledge while advanced organizers aid in learning (p.73).  By doing this, students will focus on what is most important out of a lesson.  This is important because the cognitive theory states that short-term memory can only hold onto five to nine pieces of information (Laureate Education Inc, 2011).

The second instructional strategy in this week’s text was Summarizing and Note Taking.  This chapter’s focused on helping me to teach the students about finding what was most important about new information (Pitler et al, 2007, p. 119).  As previously stated, students can only retain five to nine new pieces of information in short-term memory (Laureate Education Inc., 2011).  Notes and summaries can be enhanced by the use of technology via wikis and blogs (Pitler et al, 2007, p. 133).  By use of multiple avenues in which students obtain information is part of the cognitive theory (Laureate Education, Inc., 2011).  These are just a few examples of how the cognitive theory is related to our learning.

The two instructional strategies presented in this week’s resources made some connections with the cognitive learning theory.  Educators must apply this information with his or her class to promote student learning.  Instructors must know that this is not the only theory that will work with their learners, but another tool to utilize. 

References:

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

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

Behaviorism in Practice

This week’s learning focused on behaviorism and instructional strategies.  In the text, information was presented about reinforcement, practice, and homework.  Educators need to utilize this information to better assist students in their learning.

In regards to reinforcement, teachers use a variety of strategies to reinforce learning.  One such way is by use of spreadsheets (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When students chart effort (based on a rubric) and achievement (test scores), connections are made between the two, leading to an increase in student effort, achievement, and learning (Pitler et al., 2007, p. 156).  The authors further stated that repeated exposure to the use of this kind of strategy is needed for students to fully see the impact of their efforts (2007, p. 159).  This is clearly supports the idea of repeated practice that is involved in the behaviorism theory.

Another example of reinforcement is student recognition.  In the text, a bulletin board displayed student work, which demonstrated great effort to achieve. Additionally, the authors stated that the meaning associated with these stories of effort was much stronger than those of “larger than life heroes” (2007, p. 162).  Again, evidence of positive reinforcement associated with behaviorism.

Practice and homework additionally support the connection with the behaviorism theory.  While students are practicing a skill, educators need to give immediate feedback to help students avoid errors that may interfere with learning (Pitler et al., 2007, p. 188).   This example is further evidence that feedback is incorporated as part of the behaviorism theory.  Furthermore, the authors stated that homework needs to be commented on (2007, p. 187).  Feedback needs to be given to the students, another example of how homework is connected with the behaviorism theory.

Evidence in this week’s resources clearly pointed out the connections between the principles of the behaviorist learning theory and instructional strategies presented.  Although there are many theories to implement in the classroom, each educator needs to fully evaluate their learners and the numerous theories available, to provide support for  student learning.

Resources

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.