Construtivism in Practice

Constructionism states that students learn best when they create artifacts which they can share with others (Laureate Education, Inc., 2010).  In the lecture Constructionist and Constructivist Learning Theories, Dr. Orey explains how Seymour Papert’s Constructionism theory is based on three learning mechanisms: equilibration, assimilation, and accommodation (Laureate Education, Inc., 2010).  As students are learning they yearn for equilibration, which is to achieve a balance between the differences in reality and their own schema (Laureate Education, Inc., 2010).   When learning, students can achieve this through one of two ways: assimilation or accommodation.  Students use assimilation when they make new information fit within their current schema (Laureate Education, Inc., 2010).  While, students use accommodation when students’ schema is changed to coincide with the new information they learned (Laureate Education, Inc., 2010).  In the classroom students use both assimilation and accommodation to reach a sense of equilibrium.  When students are making connections to prior knowledge, add new information to the ideas they already formulated they are assimilating to the new information.  On the other hand, when student’ misconceptions are corrected, they are accommodating the new information. 

Through generating and testing hypothesis students are actively constructing knowledge as the use assimilation or accommodation to connect the knowledge learned from testing their hypothesis to their schema.  Before students begin testing their hypothesis they need to first create their hypothesis.  It is during this process that students access their prior knowledge and schema to make their prediction.  Then, students collect data to accept or reject their hypothesis, revising their hypothesis in the process.  This is when students are using assimilation or accommodation to achieve equilibration.  The strategy of generating and testing hypothesis also coincides with problem based or inquiry based learning.  During these learning experiences students make initial predictions, research, then formulate conclusions or find solutions to the original problem. 

To make this process more efficient students can utilize educational technology to gather data quicker and more accurately, thus allowing more time for students to analyze and interpret the data collects as they test their hypothesis (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Vernier is an excellent educational technology company that has numerous data collection devices to collect data more efficiently.  Many of the probes can connect directly into a computer and upload data into tables and graphs real time.  In addition, Verneir has labquests which are hand held computer devices that probes can be directly connected to.  You can view vernier products by visiting their website: http://www.vernier.com/.  In addition, students could use interactive gaming software to help them activate background knowledge and test their hypothesis.  When learning about forces and motions students can complete lab simulations online to determine how friction affects friction and incline on movement (http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml).

  

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved January 21, 2012 from: http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1.’’

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

Cognitivism in Practice

Cognitive learning theories investigate how students process information.  Through research, scientists have found that once students receive new information through the sensory registers in their brain the new information is stored in the students’ working memory (Laureate Education Inc., 2010).    Once there, new information is either quickly forgotten (as the brain can only process around seven pieces of new information at a given time) or strong connections are made to the new information so it can be stored as a long term memory (Laureate Education Inc., 2010).    When information is stored in long term memory it can still be forgotten due to a loss of connection to the information (Laureate Education Inc., 2010).  Using cues, questions, and advance organizers can be a means to finding connections to the “forgotten” information and forming new connections to previously made connections. 

Elaboration is one of the most effective ways to move information from working memory into long term memory (Laureate Education Inc., 2010).  Utilizing the strategies cues, questions, and advance orders can help students elaborate on new information by giving them and idea of what they will be learning about, enabling students to think critically and synthesize new information, and organize new information into a meaningful manner by making connections to prior knowledge. (Pitler, Hubbell, Kuhn, & Malenoski, 2007).    When using concept maps students will be able to visualize the vast network of connections they make for the new content.  The concept map will help students display information in a meaningful manner.  In addition, students could use an advance graphic organizer for note taking such as two column notes (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Two column notes would help students elaborate on the new information by using a combination of words and pictures to provide multiple ways to remember stored information.  Also, taking students on virtual field trips will provide students with background on content they otherwise might not be exposed to.  Students can make deeper connections to long term memory when using their episodic memory (Laureate Education, Inc., 2010).  Taking students on a virtual field trip simulates a real life event of going on a field trip, so students can make deeper connections to the new material learned. 

            In addition, the strategies summarizing and note taking are effective ways to elaborate on new information.  Through summarizing and note taking, students will gain a deeper understanding of the new information as they determine the important details and put the information in their own words.  Summarizing and note taking is a very difficult skill for students to learn.  To help students learn how to summarize and take notes, Pitler et al. (2007) suggests to provide students with notes, expose students to different types of note taking, and use combination notes in the classroom.  Pitler et al. (2007) also suggests giving students rules for writing summaries.  This will provide students with a guide to refer to when writing summaries. Having students use technology tools to summarize and take notes will give students opportunities to experiment with various note taking forms, while also allowing the teacher and classmates to expand on, condense, and combine notes and summaries on a continual basis. Visit http://holtmcdougal.hmhco.com/hm_data/pdf/states/OK/newsletter/0501/NoteTaking.pdf for a variety of note taking templates and examples to use in your classroom. 

References

Laureate Education, Inc. (Producer). (2010). Program five: Cognitive learning theories. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289937&Survey=1&47=8834938&ClientNodeID=984650&coursenav=1&bhcp=1.

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

Behaviorism in Practice

One way teachers can shape student behavior is through reinforcing effort.  According to Pitler, Hubbell, Kuhn, & Malenoski (2007, p. 155), “the level of belief in self efficacy plays a strong role in motivation for learning and achievement.”  Teachers can help boost students’ self efficacy through reinforcing effort.  One way teachers can achieve this is through having students monitor their effort compared to their academic achievement, (Pitler et al, 2007).  Students do not always understand the importance of effort, accrediting their success or failure to factors other than themselves (Pitler et al, 2007).  By showing students the correlation of their effort and academic achievement it will help students learn the importance of effort. 

Teachers can have students monitor their effort using spreadsheets in Microsoft Excel by giving students an “effort rubric” with which they will score their effort for the given categories (Pitler et al, 2007).  Teachers can adapt the achievement and effort rubric found on Rubistar to meet their students’ needs (http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1875123&).  Students can then compare their effort scores to their academic scores in order to observe the relationships between them.  Through positively reinforcing effort and students seeing positive academic correlations to their effort, students will be more likely to put forth effort on future assignments. 

                In addition, teachers can use homework and practice as a means to reinforce positive behavior through programmed instruction.  The more times and the more ways students are exposed to a skill the better understanding students will have of the skill.  Practice problems and homework are two ways teachers can give students more exposures to a skill or concept which will ultimately increase student understanding.  “When access is not a problem, multimedia homework is an opportunity to deepen understanding and gain proficiency,” (Pitler et al, 2007, p. 192).   Teachers can assign homework using multimedia resources such as interactive games, blogs, group wiki pages, podcasts, and word processing to engage student interest while practicing skills.  Online games typically provide immediate feedback, informing the student of correct and incorrect answers (Laureate Education, Inc. 2010).   This allows for students to make adjustments as they are working according to their feedback.  You can find fabulous interactive games for math by visiting http://www.ixl.com/.

                To integrate technology in the classroom effectively the teacher must understand how learning takes place and know which teaching strategies will be most effective for the intended learning to take place (Lever-Duffy & McDonald, 2008).    When considering behavioral learning theories, students need immediate feedback and positive reinforcement of wanted behaviors.  Through using technology such as interactive games during practice and homework students will receive quick feedback and reinforcement, which will increase student proficiency of the skill.     

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/courses/78618/CRS-CW-6289937/Ch1_Excerpt.pdf.

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

that works.Alexandria, VA: ASCD.