Constructivism in Practice

I say potato, you say patato. I say constructivism, you say constructionism. I’m still not sure I recognize the difference, if there is one, but I do recognize their importance in a 20th century classroom. This week I gained many new resources to engage students based on these learning theories which advocate hands on learning experiences, and creating artifacts while working through the exploratory process.

In this technological age, constructivism can be brought to the forefront of learning theories in the classroom. Computers promote the student as a self directed learner as they choose where they get their information, how they synthesize it and then present it.

The lesson on investing and compound interest asks students to create a spreadsheet, the artifact, to analyze data in order to make a choice on how to manage a $10,000 inheritance (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This lesson is a wonderful example of learning by design which emerges from the constructivist theory. It “emphasizes the value of learning through creating, programming, or participating in other forms of designing” (Orey, 2001).
Since having enrolled in my master’s courses and having completed a technology program through my school district, I find that my teaching turns to a much more constructivist perspective. It requires students work instead of me doing all the work. I become the facilitator of knowledge rather than the sole deliverer of knowledge.

Resources:

Laureate Education, Inc. (Producer). (2009). Constructionist and Constructivist Learning
Theories.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

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.

Cognitivism in Practice

“Cognitivism focuses 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). The instructional strategies presented this week aid in the mental manipulation process of the cognitivist theory. They help synthesize information. If you have ever heard of Max Thompson and learning focused strategies, you understand these are very powerful and successful techniques for learning.

Cognitive tools have multiple roles. The strategies “Cues, Questions, and Advance Organizers,” “Summarizing and Note Taking,” and “Concept Mapping” play the role of knowledge organization (Orey, 2001). These tools help students focus on what is important and organize it in a way that is easy to make sense of and retrieve. If the mind is like a computer, as cognitivists state, connections between ideas take place. The strategies presented assist in the connecting process.

Another strategy, virtual field trips, plays the part of knowledge integration and knowledge generation. Dr. Orey describes virtual field trips as powerful, immersive experiences that constructivist activities can be tied to (Laureate Education, 2009).

As stated above, Max Thompson has built a business on cognitivist theories and strategies, one that many school districts, including my own have bought into. After extensive and continued research they have listed the most effective strategies as the following (Learning-Focused, 2008).

Strategies That Most Impact Achievement Strategy
1) Extending Thinking Skills
2) Summarizing
3) Vocabulary In Context
4) Advance Organizers
5) Non-Verbal Representations

Coincidence that we studied two of these this week? I think not.

Resources:

http://www.learningfocused.com/research.php

Laureate Education, Inc. (Producer).(2009). Spotlight on Technology: Virtual Field Trips.[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/

Behaviorism in Practice

If you are like me, when you hear the term behaviorist theory of learning, you think of Pavlov’s dogs and B. F. Skinner. I also think of classroom management strategies and teaching acceptable behaviors. I rarely think of this perspective on learning as it relates to learning academic content. This week however, we were introduced to two instructional strategies that displayed behaviorist principles and technology.

The first strategy, “Reinforcing Effort,” was an eye-opening lesson simply because it has dawned on me to teach the importance of effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I stress the importance of trying, but not how effort can improve your achievement. This strategy teaches students how to track their effort and achievement with spreadsheet software. The behaviorist theory behind this strategy is that when students see the positive correlation between effort and achievement, they will change their behavior and put more effort into their school work. I think this lesson is extremely powerful. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, et al., 2007).

The second strategy focused on homework and practice, which could be considered a behaviorist strategy. If you complete your homework, you get good grades a positive reinforcer. The authors suggested that technology provided numerous resources for “drill and practice” (Pitler, et al., 2007). Dr. Michael Orey would disagree with this statement, saying that technology is more effective when these activities are limited (Laureate Education, 2009). I believe there are numerous internet sites and software programs that can reinforce content, but I agree with Dr. Orey, they should not be used for remediation or repetitive drill and practice. I have witnessed this phenomenon and it turns students away from valuable resources.

In summary, I believe there is a place in the classroom for behaviorist methods. With the advances that technology brings to the classroom and how it can support behaviorism, we can only wonder if this theory of learning’s pendulum has swung back to a more favorable position for making sense of how learning takes place.

Resources:

Laureate Education, Inc. (Producer).(2009). Behaviorist Learning Theory.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

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