Constructivism in Practice

The overall principle of the Constructivist Theory is that, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner,” (Orey, 2001). Utilizing this Constructivist point of view, learners should have a variety of resources to help construct their own learning, as well as a classroom teacher who will act as a balanced, non-biased facilitator of learning. Learning by Design, Problem Based Instruction, and Project Based Learning are three approaches that incorporate Constructivism into an open and rich classroom. Each approach has their merit and each, asks a learner to create and design products or solutions within a real and meaningful context.

Specifically from this week’s resources, Spreadsheet Software, Data Collection Tools, and Web Resources support the open-ended learning of Constructivism. Each tool allows students to work through a process, be it scientific or not, and to generate and test their various hypothesis. This strategy encourages students to “engage in a complex mental process, apply content knowledge like facts and vocabulary, and to enhance their own overall understanding of the content,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007, p.202). Technology plays an important role in this quest for knowledge and encourages students to apply what they already know and to interpret factual knowledge and information; as opposed to spending the majority of their time simply researching and collecting data for the same process.

The above mentioned educational tools present opportunities where students can construct meaning at an exact moment in the classroom, and manipulate the software to receive feedback on multiple scenarios, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Using data collection tools enables students to see the bigger picture and recognize patterns,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), more easily. Often their findings will lead them to other hypothesis, hereby continuing the idea of constructing and testing more knowledge. Ultimately, all students aim to comprise a solution and a series of facts that will support and explain their solution. This approach and the various technologies tools discussed, give real-world meaning to otherwise rote study, and allow for exploration and learning to be interactive and quite useful.


References:

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

Those who study the Cognitive Theory, “focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used,” (Lever-Duffy & McDonald, 2008, p.16). Theorists invested in this approach often encourage elaboration as a strategy for learning. Elaboration helps to clarify and create connections among knowledge so that memory can be stored and later retrieved from the long-term portion of the brain (Laureate Education, Inc., 2008). Tools such as Web Resources, Communication Software, and Word Processing Applications support this idea of elaboration, as well as facilitate the organization of ideas and knowledge. For example, when summarizing, one might use educational technology within a summary frame to highlight critical information or facts. Or, multi-media tools can be integrated to enhance the episodic memory that a student will have about a particular subject (Kuhn, Hubbell, Malenoski, & Pitler, 2007). Virtual Field Trips are one way to elicit this response. Advance organizers can engage students as an introductory activity, while helping to “make sense of the content they’ll encounter,” (Kuhn, Hubbell, Malenoski, & Pitler, 2007, p.73). In either case, the tools have motivated and engaged learners through realistic learning. Technology tools can and should, enhance the learning that occurs and are designed to promote the critical thinking process. Overall, “cognitive tools impact students learning by causing them to think about information instead of reproducing and/or recalling information,” (Orey, 2001, p.8). As educators, shouldn't this always be our intent?


References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson

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.

Behaviorism in Practice

Upon reflection of this week’s learning resources, I found that both strategies mentioned in the text, Using Technology with Classroom Instruction that Works, have connections to the theory of Behaviorism. In their simplest form, both Reinforcing Effort and Homework and Practice, relate to the idea that reinforcement is necessary, promotes change, and that both activities are within an individual’s control, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement,” (Schunk, 2003). By communicating and emphasizing a student’s understanding of their efforts and how they play a role in their success; we can strive to lead them in a direction where this realization becomes applicable. To eliminate previous self-concepts or beliefs, an educator may use Behaviorism strategies to reinforce, eliminate, or punish a behavior or thought. The idea of an Effort Rubric supports reinforcement of the effort-success relationship, while it also aids in identifying particular areas of strengths and weaknesses to focus on. Utilizing this spreadsheet software, students can track the amount of effort that they give towards certain tasks and then correlate that effort to the grade received; ultimately utilizing the principles of the Behaviorism Theory. The reward of the grade will then prompt a student to either continue certain behaviors or to extinguish them. Even further then self-assessment; the ideas of Behaviorism can be applied when presenting data that an educator may use to support the idea of the effort-success relationship. By identifying and displaying research of other behaviors that have or have not worked, students can then make their own decisions as to what desired result or behavior they would like to exhibit.

When speaking of Homework and Practice, I also see ideas from the Behaviorism Theory being applied. Since, “homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), we again support the idea that by displaying great effort, we will achieve great success. It is necessary, at times to assign rote and traditional practice for homework assignments. The idea that if the student gives a right answer, using certain educational tools, such as http://scienceview.berkeley.edu/showcase/flash/juicebar.html, and receives their appropriate reward or encouragement, makes sense when they are home, completing the assignment on their own. Often the purpose of homework is to give students a chance to practice certain skills or to apply what they have learned, not necessarily to engage and teach new material. “Mastering a certain skill or process does require a fair amount of focused practice,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), and can be attained through Word Processing Applications, Spreadsheet Software, and learning with Multi-media or Web resources.

References:

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

Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation, Reading & Writing Quarterly, 19, 159-172.