Constructivism in Practice

Dr. Michael Orey defines constructivism as being “a theory of knowledge stating that each individual actively constructs his/her own meaning” ( Laureate Education, 2009). In the online book, Emerging Perspectives on Learning, Teaching, and Technology, constructionism is defined as “[knowledge] actively being constructed in the mind of the learner” (Orey, 2001). Both the constructivism and constructionism learning theories are supported in chapter 11 of Using Technology with Classroom Instruction that Works.

In this chapter the authors discuss generating and testing hypotheses. All technologies: spreadsheet software, data collection tools, and Web resources discussed in this chapter allow an individual to take an active role in their learning. However, it is my personal opinion that the use of spreadsheets and data collection tools correspond more with the constructivist belief that there is no absolute right or wrong response. How each student interprets the information recorded on the spreadsheet or in the data chart is based on their own thoughts and knowledge. It was mentioned that many classroom teachers do not want to waist time teaching students to create a spreadsheet (Pitler, Hubbell, Kuhn, Malenoski, 2007). If the child was provided the opportunity to learn how to properly create a spreadsheet or data chart, their understanding of how and why they got certain results will be greater and more unilateral. Creating both the spreadsheet and the data chart would make the learning more concrete and more meaningful to the individual.

The web resources discussed in the chapter relate more to the constructionist view. The web resources such as the gaming software allow students to immerse themselves in the activity which makes it more significant and hands on. These types of resources “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life”(Pitler, Hubbell, Kuhn, Malenoski, 2007). Using these resources provides students with an opportunity to do something that many individuals will normally not be able to do. It allows students to take on roles and become involved in the lesson. They can truly be a part of the activity which makes it more memorable to the learner.

Resources:

Orey, Michael (Ed.). (2009) Cognitive learning theory. Los Angeles: Laureate Education

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved 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.

Cognitivism in Practice

Cognitive Learning Theory pertains to the way information is processed and stored in the brain (Laureate Education, 2009). In the video Cognitive Learn Theory Dr. Orey discusses how information that is kept in short/long term memory is stored in networks and all information is connected in some way (Laureate Education, 2009).

Chapters 4 and 6 in the book Using Technology with Classroom Instruction that Works, talk about techniques that enable individuals to organize and retrieve information from the long term memory when necessary. Chapter 4, Cues, Questions, and Advance Organizers describes strategies that will either “trigger students’ memories to help them access prior knowledge,” or “help students focus their learning” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). All strategies mentioned in this chapter, such as the word processing applications or multimedia tools can pair visual supports with a written text. “When text and visuals are combined individuals have an easier time recalling information” (Laureate Education, 2009).

Chapter 6 also ties into the cognitive learning theory. For example the section on organizing and brainstorming software provides ideas on how to organize information into categories in order to effectively summarize a text. This way of grouping one’s thoughts is very similar to the networks that the brain creates in order to store information. Concept maps/webs and Power Point slides allow the learner to classify the information in a variety of different ways. All tools, techniques, and strategies presented in both chapter 4 and 6 help make the process of storing and retrieving significant information much easier for a learner.

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

Orey, Michael (Ed.). (2009) Cognitive learning theory. Los Angeles: Laureate Education

Behaviorism in Practice

In this week’s resources the strategies presented all tie into the behaviorist theory in some way. Chapter 8 of the book Using Technology with Classroom Instruction that Works discusses the strategy of “reinforcing effort” and the positive effects it will have on an individual. It is stated that “research shows that the level or belief in self-efficacy plays a strong role in motivation for learning and achievement” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). This strategy of recognizing the effort that students put into class work and participation is similar to the behaviorist way of think that one should reinforce and reward the positive behaviors in order to receive more of the desired outcomes. By making students aware that their efforts are being noticed, we as teachers are only encouraging our students to continue to work hard.

In addition to recognizing the effort our students put into the school work, we must also stress the importance of practicing their skills, whether it be in school or at home. Chapter 10, entitled Homework and Practice also resembles the behaviorist theory. It is mentioned that “…homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Unlike drill and practice sessions that provide immediate responses that notify a child if he/she is correct, homework tends to take a little longer of a time to receive a reply. No matter the time it takes to provide feedback, a child will always be notified if they were successful or not. If they receive positive feedback reinforcements or a rewards of some type will be given, but if it is incorrect they receive the consequence of having to re-do it.

Many strategies teachers use in the classroom can be linked to parts of the behaviorist theory. As a classroom teacher there are many things that we do that are second nature, but because they are habit we do not even think of it as being part of a theory.

Resources:

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

classroom instruction that works. Alexandria, VA: ASCD.