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 this theory, the teacher becomes a guide. In a constructionism classroom it is hard at first glance to locate the teacher, because the teacher will be engaged with the learners. The teacher will spend time rotating around the room to ask thought-provoking questions to the students.
Using the available technology is an excellent way to incorporate the Constructionist Learning Theory. Today’s students are around technology in their free time and have grown accustomed to finding pictures, information, and answers instantly at the push of a button. In the book Using Technology with Classroom Instruction that Works,I read in chapter 11 about generating and testing hypotheses. I learned that just assigning a project or a problem-based activity is not enough. A teacher needs to carefully understand that the way the project expectations are presented play a vital role in the learning outcome.
The key to successful problem (project)-based classroom activities is to have some guidelines in place. Begin the problem-based activity with clear expectations including any explanation of how the project will be graded. Discuss with your students the assignment and clear up any confusion. Brainstorm different strategies for completing the activity. Importantly, discuss with the class how to attack the problem. Students should, with teacher assistance, generate hypotheses and conclusions throughout the activity. Dr. Orey stated that Constructionist theory is focused on individual learners and what is going on in their mind as they go about constructing things.(2009) When students are guided to generate and explain hypotheses and conclusions, then the teacher is encouraging creative thinking and accepting more than one possible answer. The teacher is also allowing the students to discover an answer instead of giving an answer, a sometimes difficult teacher task. This activity also encourages students to experience accommodation and assimilation.
There is no better or more motivating way to use the constructionist theory in your classroom then to incorporate technology. By using technology tools such as the internet, word processing, PowerPoint Presentations, publishing tools, Excel Spreadsheets, wikis and podcasting, students can collaboratively create a project that will prepare them for working in the real world.
Resources:
DVD: Laureate Education, Inc. (2009). “Bridging Learning Theory, Instruction, and Technology
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, September 28, 2010
Monday, September 20, 2010
Cognitivisim In Practice
This week I learned about the Cognitive Learning theories and the ways teachers can open up their student’s working memory. In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007) discuss two instructional strategies that reflect cognitive learning theory and technologies that support them.
Chapter 4 of Pitler, Hubbell, Kuhn, and Malenoski (2007) book, “Cues, Questions, and Advanced Organizers” examines strategies that help learners “retrieve, use and organize information about a topic” (p.73). Cues provide hints about what students are going to learn and questions are similar but they help students make connections from what they know to what they are learning. Advanced organizers provide a structured way to organize information about a new topic or concept. I use cues and questions in almost every lesson I teach in my third grade classroom. I especially use questions beginning at the bottom of Bloom’s taxonomy and advance my questions all the way up to application, analysis, evaluation based on my student’s understanding. I also use several types of organizers. I mostly use graphic organizers in reading to help my students make sense of fiction stories. I also use a KWL organizer while building background prior to reading unfamiliar stories, and reading nonfiction texts in the areas of science and social studies. Most of these activities are presented to my class in cooperative learning groups. This structure compliments the cognitive learning theory nicely.
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 taking notes word for word is the least effective way to take notes. This made me think a lot about my class. Third grade is the first time my students are introduce to note taking. I guide them through the process while explaining the purpose for note taking is to help one learn and understand the information of nonfiction. Eventually I have my student’s take notes on their own in cooperative learning groups. Last year my class was particularly skilled at doing this in science. I give my class typed notes to study from. This year I will try and have my class create their own outlines to study from. I am curious if they will retain the information longer and if they have created their own outline.
In Dr. Michael Orey’s video this week he said, “present things both visually and auditory to integrate multiple senses in presentations will improve learning” (Laureate, 2009). I try and use an even mixture of images and text so that my students remember what they are learning. Concept Mapping Tools and Virtual Field Trips are a great resource to help accomplish this task.
A teacher and her visual technology tools together can facilitate meaningful student learning while incorporating the cognitive learning theory. This will create a learning environment where textbook information can be more easily processed.
References:
Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories [Motion picture] Bridging learning theory, instruction, and technology Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundationst (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Chapter 4 of Pitler, Hubbell, Kuhn, and Malenoski (2007) book, “Cues, Questions, and Advanced Organizers” examines strategies that help learners “retrieve, use and organize information about a topic” (p.73). Cues provide hints about what students are going to learn and questions are similar but they help students make connections from what they know to what they are learning. Advanced organizers provide a structured way to organize information about a new topic or concept. I use cues and questions in almost every lesson I teach in my third grade classroom. I especially use questions beginning at the bottom of Bloom’s taxonomy and advance my questions all the way up to application, analysis, evaluation based on my student’s understanding. I also use several types of organizers. I mostly use graphic organizers in reading to help my students make sense of fiction stories. I also use a KWL organizer while building background prior to reading unfamiliar stories, and reading nonfiction texts in the areas of science and social studies. Most of these activities are presented to my class in cooperative learning groups. This structure compliments the cognitive learning theory nicely.
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 taking notes word for word is the least effective way to take notes. This made me think a lot about my class. Third grade is the first time my students are introduce to note taking. I guide them through the process while explaining the purpose for note taking is to help one learn and understand the information of nonfiction. Eventually I have my student’s take notes on their own in cooperative learning groups. Last year my class was particularly skilled at doing this in science. I give my class typed notes to study from. This year I will try and have my class create their own outlines to study from. I am curious if they will retain the information longer and if they have created their own outline.
In Dr. Michael Orey’s video this week he said, “present things both visually and auditory to integrate multiple senses in presentations will improve learning” (Laureate, 2009). I try and use an even mixture of images and text so that my students remember what they are learning. Concept Mapping Tools and Virtual Field Trips are a great resource to help accomplish this task.
A teacher and her visual technology tools together can facilitate meaningful student learning while incorporating the cognitive learning theory. This will create a learning environment where textbook information can be more easily processed.
References:
Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories [Motion picture] Bridging learning theory, instruction, and technology Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundationst (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Tuesday, September 14, 2010
Behaviorism in Practice
Behaviorism remains an essential part of learning practice in and out of the classroom. This week I read about incorporating technology while reinforcing effort and the importance of homework and practice. Both of these instructional strategies are supported by behaviorism because students learn when effective learning behavior is reinforced. Certain technologies can support effective operant conditioning to reinforce student effort, homework, and practice (Pitler, Hubbell, Kuhn, & Malenoski, 2007)
Within the text, Understanding Technology with Classroom Instruction that Works, the authors state that, “the instructional strategy of reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubble, Kahn, & Malenoski, 2007, p. 155). I know that many students often fail to understand the connection between effort and performance. I have heard my third graders say several times that they are just not good at math or reading, and that is why they do not do well in those subjects. I agree with the text in that this excuses the students from taking responsibility for failure. The most powerful thing I learned from this week’s reading is that this cycle can easily be fixed. Pitler, Hubbell, Kuhn, and Malenoski (2007) recommend that students use rubrics and spreadsheet software to track their efforts in class. I know from past experience that any learning I discovered by recording data has been a powerful discovery. I also feel that the act of discussing the correlation between effort and achievement is a way to get students to be conscience of their effort in class. By guiding students to see the consequences of their efforts, this teacher act reinforces behaviors that contribute to learning and academic success.
Homework and practice are also important learning behaviors that students often view as negative and useless. Again, helping my students to see the connections between effort put into homework assignments and report card grades is another important point to make. Homework and practice is an easy area for teachers to incorporate technology. I use a website called homework hero to post my assignments. In addition to the website, I also include many likes to websites that reinforce third grade skills. I encourage my students to use Microsoft word to type their spelling homework. I model with my students how Microsoft word can be used to improve their spelling sentences/paragraphs. I explore the use of spell and grammar check in addition to using the thesaurus to use and expand vocabulary. The use of these technologies are a perfect example of Skinner’s programmed instruction as pointed out by Dr. Orey in his explanation of operant conditioning (Laureate, 2009).
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Behaviorists learning theory [Motion picture] 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.
Within the text, Understanding Technology with Classroom Instruction that Works, the authors state that, “the instructional strategy of reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubble, Kahn, & Malenoski, 2007, p. 155). I know that many students often fail to understand the connection between effort and performance. I have heard my third graders say several times that they are just not good at math or reading, and that is why they do not do well in those subjects. I agree with the text in that this excuses the students from taking responsibility for failure. The most powerful thing I learned from this week’s reading is that this cycle can easily be fixed. Pitler, Hubbell, Kuhn, and Malenoski (2007) recommend that students use rubrics and spreadsheet software to track their efforts in class. I know from past experience that any learning I discovered by recording data has been a powerful discovery. I also feel that the act of discussing the correlation between effort and achievement is a way to get students to be conscience of their effort in class. By guiding students to see the consequences of their efforts, this teacher act reinforces behaviors that contribute to learning and academic success.
Homework and practice are also important learning behaviors that students often view as negative and useless. Again, helping my students to see the connections between effort put into homework assignments and report card grades is another important point to make. Homework and practice is an easy area for teachers to incorporate technology. I use a website called homework hero to post my assignments. In addition to the website, I also include many likes to websites that reinforce third grade skills. I encourage my students to use Microsoft word to type their spelling homework. I model with my students how Microsoft word can be used to improve their spelling sentences/paragraphs. I explore the use of spell and grammar check in addition to using the thesaurus to use and expand vocabulary. The use of these technologies are a perfect example of Skinner’s programmed instruction as pointed out by Dr. Orey in his explanation of operant conditioning (Laureate, 2009).
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Behaviorists learning theory [Motion picture] 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.
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