Constructivism in Practice

"Constructionism supports the constructivist viewpoint--that the learner is an acxtive builder of knowledge" (Han & Bhattacharya, 2001, p. 4). Learners are responsible for constructing their own knowledge through the creation of meaningful project while the teacher acts as facilitator. The teacher guides the students through their learning activities. Students engage in activities such as research, group collaboration, reflection, and participation in real-world tasks.

One learning strategy that I am excited to implement in Project Based Learning (PBL). This instructional strategy reflects the principles of constructionism in that students are participating in a learner-centered environment. The students will have options for completing the assignment and make decisions as to the final product and design. They will work collaboratively with others to complete research and share in the creation of the product. The final product may be shared within the classroom, the school community, or posted on the internet for all viewers interested in the topic. Project based learning allows for students to use technology in a way that is meaningful and may be used in the future. PBL may require that students work in a specific time frame as they may in a work place. Real-world activities provide meaningful learning experiences to the students.

Like Project Based Learning, Problem Based Learning requires students to engage in real-world learning tasks. Problem Based Learning projects begin by posing a problem for students to solve or learn about. Students work together to complete research a problem that closely resembles real-life. Students work to find an answer to the problem and create a product to relay what they have learned. Once again students are engaging in an activity that allows them to participate in an activity that relates to the world around them. The skills they are using may be applicable in the future.

Students may participate in activities that require them to develop and test their own hypotheses. "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). This activity requires students to be responsible for their own learning. Teachers are not simply relaying information to students. The students are taking an active part and this is what makes this a meaningful learning activity. Students may use manipulative spreadsheet software that allows them to test and retest their hypotheses. Also available are web resources and gaming software that provide students to use what they have learned to develop hypotheses and test them in situations similar to real life.

I look forward to providing the opportunity for students to take control of their own learning. I would like for them to be active, engaged, and excited about learning. Projects like this allow students to have options, make decisions, and take ownership of their final product. Students have the opportunity to work with peers and this helps to build the community of the classroom. I know I have a much work ahead, but I look forward to implementing these activities in the coming school year!

Han, S., & Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 27, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning.

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

Cognitivism in Practice

Cognition is described as “the act or process of knowing” (Smith, 1999). The instructional strategies support the principles defining the cognitive learning theory in many ways. Among the principles of the cognitive learning theory are well-organized instructions, clearly structured instruction where students can easily make connections between key ideas and concepts, connection of new concepts to prior knowledge in order to learn, and acceptance of different approaches to learning.

The use of advance organizers greatly relates to the principles of the cognitive learning theory in that they may be used for building prior knowledge, providing organized information, and used to present clear “how-to” instruction. For example, a teacher may use a PowerPoint, map, advance organizers or virtual tours to provide students with prior knowledge.

Advance organizers may also be used for helping students to make connections between new content and prior knowledge. These techniques all provide students with visuals to aid learning. Students retain more information when lesson uses multimedia and advance organizers. “Graphic presentation has been shown to produce a percentile gain of 39 points in student achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.124). Techniques such as the combinations notes techniques allows for students to state facts and notes, connect this to a visual representation and give a 1-2 sentence summary of what they have learned. This allows students to make connections between key concepts and ideas.

“Cognitive technologies are tools that may be provided by any medium and that help learners transcend the limitations of their minds” (2007, p.1). Students are able to use multimedia to present their summaries and notes. In my class, I may use this as an alternative form of assessment by asking students to present their learning in the form of a PowerPoint presentation.

Of the many techniques presented this week, I am looking forward to those that help to build prior knowledge or help students to make connections between their prior knowledge and new content.

Hubbell, E. R., Kuhn, M., Malenoski, K., & Pitler, H. (2007). Using Technology With Classroom Instruction That Works. Alexandria: Ascd.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed,), Emerging perspectives on learning, teaching, and technology. Retrieved May 20, 2009, from http://projects,coe.uga.edu/epltt/.

Smith, M. K. (1999). The cognitive orientation to learning. The Encyclopedia of Informal Education. Retrieved May 20, 2009 from http://infed.org/biblio/learning-cognitive.

Application 2 - Behaviorism in Practice

Many resources discussed in chapter 8 served to reinforce effort and help students make the connection between effort and achievement. The spreadsheet software was used to help students make the connection between their own effort and achievement. Students were learning to take responsibility for their own education. When students were able to see the link between effort and achievement, many began to put forth more effort and received higher marks. This activity is reinforcing the habit of putting forth effort in the classroom. Students start to become intrinsically motivated to do well. Data collection tools are also used to help students make a connection between effort and achievement. "When students have well-known or personal stories from which to learn, effort is reinforced, and students begin to take more responsibility for their own success" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 161). The success stories allow for teachers to get to know their students and what they can use to encourage students to do well. The behaviorist learning theory focuses around reinforcing acceptable behaviors and punishing undesirable behaviors.

Chapter 10 discusses ways to use technology to enhance homework and practice, two principles which reflect the behaviorist learning theory. "Frequent practice is necessary for learning to take place" (Smith, 1999). In order for learning to take place, students must practice. Word processing applications allow for students to practice editing, writing, and communication skills. Students are able to raise their level of research and vocabulary levels using options on the word processing applications. Spreadsheet software is another way for students to practice and apply what they are learning. The more students practice, the better opportunity they have to master content. The use of this technology also serves to engage students in lessons. The behavior of students is being controlled by the use of technology in their learning environment. When students are engaged, there are fewer behavior problems. When there are few discipline problems, more learning occurs.

Hubbell, E. R., Kuhn, M., Malenoski, K., & Pitler, H. (2007). Using Technology With Classroom Instruction That Works. Alexandria: Ascd.

Smith, M. K. (1999). The behaviourist orientation to learning. The encyclopedia of informal education. Retrieved May 13, 2009 from http://www.infed.org/biblio/learning-behaviorist.htm.