Constructivism in Practice

According to Dr. Orey (Laureate Education, 2009), the constructionist learning theory is centered around the idea that people learn best when they can create or build something that they can share with others.

Two innovative ways educators can implement this learning theory into their teaching practices are by incorporating the project-based learning strategy and the “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) strategy. Integrated with technology, these instructional approaches guide learners to collaborate with others, generate ideas, and create meaning as they are actively engaged.

Project-based learning is exciting because students can plan, create, and process their own ideas into a project that they can share with others via the web. Even though this can take time for both teachers and students, the results are beneficial. For example, project-based learning can increase students’ motivation and problem-solving abilities, as well as improve their research skills (Orey, 2009).

The strategy of “generating and testing hypotheses” is intriguing because it is applicable to all content areas, not only the context of science concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use spreadsheet software, data collection tools, or numerous web resources to provide students opportunities to generate and test hypotheses. While teachers are engaging students in this way, it is recommended that they employ one of the following six processes associated with generating and testing hypotheses: make predictions or a systems analysis; problem solve; a historical investigation; invention; experimental inquiry; and/or decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

References

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/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

The chapter “Cognitive Tools” from the online book Emerging Perspectives on Learning, Teaching, and Technology by Orey (2001) discusses how implementing instructional strategies that focus on using technology-based cognitive tools provide students with opportunities to learn “with” a computer as opposed to “from” it. “The appropriate role of a computer is not that of a teacher/expert, but rather, that of a mind-extension ‘Cognitive Tool’” (Orey, 2001, p. 3). The idea of cognitive tools as mind-extensions helps make a connection to the cognitivist learning perspective due to the fact that they both focus on students learning by exploring and tapping into resources that allow them to think critically in order to acquire and retain information. “Cognitivists 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).

“The instructional strategy cues, questions and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). This strategy entrenched with technology is an effective cognitive tool. For example, when students can retrieve information from the Internet and organize it with the help of a graphic advance organizer, such as one created in Inspiration software, they can further their ability to process information and remember it. Furthermore, students will be able to strengthen their knowledge and be more engaged because they are learning “with” a computer versus “from” it.

Students can note take and summarize, as well, with technology-based cognitive tools. For instance, “To effectively summarize, students must delete some information, substitute some information, and keep some information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 119), and students can do this with word processing applications, such as the Track Changes and Autosummarize tools in Microsoft Word.

Finally, virtual field trips and concept mapping also give students the opportunity to be engaged through computer technologies that allow them to explore and tap into resources, such as the Internet that help them obtain critical thinking skills and apply them. I have not tried this yet, but I am looking forward to it this week.


Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In 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

Currently I am implementing the instructional strategy of “reinforcing effort” in my Advancement via Individual Determination (AVID) 8th grade class. Tuesday it was “strategy for success” day in the AVID class, and I planned for the students to discover their individual learning styles and multiple intelligences via last week’s learning resources. However, the internet was down and I happened to be reading about reinforcing effort, so I switched gears and came up with a strategy for success centering around the principle of “effort.” The students read the introductory paragraph of “Ch. 8 Reinforcing Effort” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). After reading, they wrote on a sticky at least one of the following: a question about the reading, a suggestion/idea about the reading, or an observation/connection to life pertaining to the reading. The students posted their sticky on the white board under the appropriate category. Volunteers read the students’ responses, and the whole class discussed them. After this activity, the students evaluated their effort in school using the “Effort Rubric” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 157) and shared and discussed their results. Finally, the students went to the computer lab and in Microsoft Excel, created Pitler, Hubbell, Kuhn, & Malenoski‘s (2007) effort/achievement template. In the near future, the students will be given opportunities to chart on their templates for four weeks. During this time, they will also be encouraged to continue thinking about the correlation between achievement and effort by having meaningful discussions with the teacher and their peers.

This strategy relates to behaviorist learning theory because it can be rewarding to students both intrinsically and extrinsically. For example, students can feel gratified internally by reaching their own personal goal of understanding how their effort attributes to their achievement. Furthermore, Pitler, Hubbell, Kuhn, & Malinowski (2007) state that, “The instructional strategy of reinforcing effort enhances student understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” p. 155). Additionally, students can be extrinsically motivated to do well on this assignment because the teacher will give positive feedback about how well students have performed on it.

Finally, and in regard to “homework and practice” and the above instructional strategy on “reinforcing effort,” students have been clearly given the purpose and outcome of the assignment and will be provided feedback through meaningful discussions with the teacher and their peers.

Reference

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