Constructivism in Practice

“Constructivism is at present the most influential force in shaping contemporary education” (Lever-Duffy, J. & McDonald, J., 2008). With that, it is important to understand the resources that correlate with the constructivist constructionist learning theories. The tools we will use are learner centered. The students will take responsibility for their own learning, and use “external artifacts” to understand the content (Orey, 2001).

The first resource I looked at was generating and testing hypotheses in the book, Using Technology with Classroom Instruction that Works. The students will be able to learn with technology and understand the goals. Technology can also help students “spend more time interpreting the data rather than gathering the data” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students can use a spreadsheet to gather the information. Instead of taking class time to gather work, students will let the computer do that. To take it a step further, the teacher can create a template so the students do not need to take more class time creating the spreadsheet. The Internet has great resources for students to get real world examples and data. The background knowledge will be built while students make decisions and teat the outcome.

Students also can use project-based learning. This is learner centered. It increases students motivation, gives students choice, and enables students to access more information (Orey, 2001). With constructionist constructivist theories, students build their understanding from external artifacts that fit into what they already know or accommodate the information. The way one person perceives the information might be a little different to the next students. Either way, they are gaining an understanding. By using project-based learning, students understand the information in a way that works best for them. If one website or spreadsheet does not work for them, they can choose a different one while getting the same information.

Overall, students gain their understanding by using artifacts and information in a way that fits their learning style. Spreadsheets and project-based learning are two examples of tools to use with students.

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

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

According to Lever-Duffy and McDonald, the cognitive learning theory is a “mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy, J. & McDonald, J., 2008). They continue to say, “cognitive theorists explains learning in terms of how one thinks” (2008). With that, we looked at a couple strategies that correlate with these principles.

“Cues, Questions, and Advance Organizers” are all strategies to help students “retrieve, use, and organize information” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). This is a very similar process that cognitive theorist feel that learning takes place. Students need to retrieve the information through our senses, store and organize the information, and finally use the information. By giving students cues and questions, gets the students to retrieve information from prior knowledge. The graphic organizers are great ways to get students to organize the information with how they are thinking.

“Summarizing and Note Taking” is the second strategy we looked at. These pieces help students synthesize and separate important information while putting it in their own words (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). There is a lot of information given to students each day. If they are not able to make a connection to it, it will be lost. Summarizing and note taking takes information and “manipulates” it to better understand. Then, when a student is to retrieve it again, they will have made a connection to remember it.

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.

Behaviorism in Practice

According to the behaviorist theory, “all behavior is learned” (Orey, 2001). With that, some behavior can be un-learned and replaced with new ones. One way a teacher might follow this theory is by modeling behavior and academics (2001). The beginning of the school year is a time where this is used a lot. Even though most fifth graders know how to line up at the door, take out their books, and sharpen their pencils, I still model this during the first week. It is used to set the expectations for the students. We also have an afternoon break. If students misbehaved or did not finish homework on time, they have to stay in a break to finish it. This is called a negative punishment (2001).

Not only is the behaviorist theory incorporated into the management of the classroom, it is also brought into the instructional strategies. The book, Using technology with classroom instruction that works, states that students do not always understand the importance of effort (Pitler, Hubbell, Kuhn, Malenoski, 2007). It is important to show students how it is important so we need to teach students the how important it is. Students take external factors and blame their failures on them. Pitler, Hubell, Kuhn, and Malenoski gave an idea of creating a spreadsheet about effort (2007). The rubric lays out five pieces that make up effort in the classroom. The students can think about the effort they put in throughout the day. Multimedia is also a great way to incorporate the behaviorist theory. Part of this theory is drill and practice. There are many computer games that students can play to strengthen their understanding of a topic. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery (2007).

Be using technology, we can teach many students who have lost confidence in themselves to regain motivation to succeed. As I mentioned in the beginning, some behaviors can be un-learned and replaced with new ones.

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.