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.

Graduate Course Reflection

When I began this course and was presented with the task of creating my own blog, I almost lost my breath. The fear of the unknown is something that as an educator, you become comfortable with, but this was different. This task and future course assignments were requiring that I navigate technical tools, that I had never seen before, and to build a polished product, from the ground up! Even further, my graduate studies assignments would be for the world to view. Scary! After some research and quite a few frustrating tries, I realized that I was going to have become more open and comfortable with the unknown processes and the ever-so-certain failures that would lead to eventual success. The Walden course assignments necessitated that I commit quite a lot of time and that I very much utilize my colleague’s knowledge and participation. The course has allowed me to actively participate in a community of professionals, which otherwise, I would not have had access to. I am not hesitant towards technology any longer, and actually have become an outspoken proponent, at my middle school, for even more integration of technology and 21st Century skills. As we conclude this course I look back with pride that I not only have created and managed my own web blog, but I also have collaborated on the creation of a wiki and even further, have designed and published my own Podcast. I have more confidence in myself now and consider what technology skills that I have acquired, as invaluable.

Coincidently, through class research and professional dialogue, I have also acquired a deeper understanding of technology’s role in the classroom and for how it will support the learning process. Digital Natives, as they are referred to, think and learn in parallel terms where as most of the Digital Immigrants are more comfortable with a hierarchal approach to knowledge, (Prensky, 2001). This fact alone prompts me to analyze and restructure my delivery of curriculum and 21st Century skills in my classroom. I now see the importance of developing problem solving skills and the critical thinking that is required to authenticate learning and life experiences. Consistent lessons that include technology and new educational pedagogy are imperative, and are something that I will commit to produce. The more opportunity that I provide for my students to learn with each other, the curriculum, and myself as the facilitator, the better off they will be. Further, constructive examination of past assessments, lessons, and learning approaches, is now something that my PLC colleagues and I engage in, on a weekly basis.

Our students, in middle school today, should facilitate their own learning, locate, organize and evaluate their ideas, therefore allowing the experience to become more real-world and inquiry based. I can help them to expand their knowledge and their curricular experiences by engaging them in this process and modeling the skills necessary for achievement. Certainly, this 21st Century transformation will not occur overnight, but ultimately, my goal will be to “construct collaborative meaning and experience by having my students uptake each others’ contributions, relate to each other, define themselves as a group, to diverge and re-organize their interactions, and finally to negotiate their own topics of discussion,” (Kirschner & Erkens, 2006). By shifting the focus of my classroom from being teacher-centered to one that is student-centered will allow change to occur in a natural manner. If I am always providing answers to my students’ questions and am their go-to resource, then they will not exercise their own talents and skills. In addition, I aspire to make time next year, in my school day to be able to implement the Web 2.0 Lesson that I have developed for this course. I value its development and the critical thinking involved in designing a multifaceted lesson. After all, “research states that technology can change the nature of your classroom and increase students learning,” (Cramer, 2007).




References

Cramer, S. (2007, January). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80 (3), 126-132.

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35 (2), 199-209.

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9 (6).

Profiling the Students of Today

This is my first attempt at creating a podcast. The topic is relevant to educators, technology buffs, and anyone interested in hearing about how middle school students today utilize technology tools. The assignment was driven by my graduate studies program and is a work in progress.

http://sciencehappens.podbean.com/

A Review of the 21st Century Partnership Website

While viewing the 21st Century website as assigned by my Graduate Studies Professor, I was pleased to initially see a collaborative partnership with the Librarians Association listed on the homepage. In my opinion, it is these individuals who have direct access and correlations to technology and 21st Century tools, within our educational system; so they should be part of the initiative. I also was delighted in the easy navigational tools provided by the Partnership website. Too often, websites that need to convey a vast amount of information seem unorganized or difficult to find your way. This site was not at all difficult to utilize, rather it provided easy access to upcoming events, frameworks for the Partnership, tools and resources, as well as what is currently in place for their initiatives. I was surprised to read of the states that already had begun their participation, at first; but upon further contemplation, I realized that it was simply because these states had a need for a Partnership that could apply real world skills and learning to their possibly struggling educational systems.

Students and educators can benefit from inquiry and participation with this Association. The framework appears to be grounded and applicable. As an educator, I believe that there is always room for improvement and growth, therefore supporting the goals of the 21st Century Partnership. I can foresee this program having a great impact on students and how they feel or prepare for future life and work experiences. Not to end on a negative note, but I was surprised at two of the statements listed under the State Initiatives Navigation button claiming, “Most academic standards are too low and do not reflect 21st Century skills or content,” and that “many states allow students to earn a high school diploma with 8th or 10th grade knowledge and skills (or less) in core subjects.” Personally, I don’t believe that overall academic standards are too low; I simply believe that individual educators may partake in the lowering of their expectations due to real life experience and socioeconomic struggles. Overall, standards are what they have always been; society and the nature of our students have simply changed, creating the need for standards and expectations to also be modified, not necessarily lowered. As for students being able to earn a high school diploma with 8th or 10th grade skills, I must simply say that my 8th graders surpass those noted expectations in, in the 8th grade and obviously do not represent the students for which the Partnership was speaking of. Clearly, there are benefits to displaying data, but data shared in a positive context usually promotes better interest and results.

My newest addition happening in Science!

I believe I can utilize a blog in my 8th grade science classroom to develop content knowledge and to engage my students in active discussion about "the nature of science". The benefit of using a blog will allow this discussion and learning experience to take place outside of the classroom, avoiding the "time crunch" which usually would discourage such extensive focus on this one particular topic. While "the nature of science" is part of the 8th grade curriculum, it is not an SOL focus, per say. Personally, I think that it enhances a real-world connection and provides validity to the process as it is defined. The discussion would be applicable to future experiences that my students themselves, may actually have.

First, my thought was to begin interaction by requesting that each student participate in a discussion/debate about the "nature of science". Certainly, I would provide a writing prompt or sentence starter that would elicit the desired responses. Since there are many views on the process, and numerous scientists involved, students should be able to conduct their own research and voice their own opinions with authority and individuality. I would ask students to include their thoughts of the ancient examples used in class and then to be able to relate it to how they may utilize the process currently or in the future. I would also request that students address the advantages and disadvantages of "building on others ideas", and that they would be able to clearly and concisely respond to each other.