Constructivism in Practice

            In this weeks resources we learned about some new instructional strategies. The strategies were project based learning, problem based instruction, and generating and testing hypothesis. We also learned about the principles of constructionist learning theories. There are many correlations between the learning theory and the instructional strategies. Technology can also enhance all of these instructional strategies to only more closely be related to the learning theory. Constructionism is a learning theory that says people learn best when they build an external artifact or something they can share with others (Laureate Inc., 2011).

Basically, this theory is stating that students need to use a hands on approach to show what they know.

            The first instructional strategy is generating and testing hypotheses. This strategy is when students are generating hypotheses; engage in mental processes, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, & Kuhn, 2012).  This is related to constructionism because students can use this strategy when trying to solve real world problems. Students can come up with problems in their classroom, school, town, or even within their home. The teacher could also give the student a situation and have them solve it.

            The next instructional strategy is problem based instruction. Problem based is inquiry based and it emphasis learning as a process that involves problem solving and critical thinking in situated contexts (Glazer, 2001).  One example of this, is a webquest. The webquest provides the students the opportunity to produce a final product. They range from posters, to digital story books, and vodcasts. This is related to the learning theory because students are collaborating with peers and presenting their work to the class at the end of the webquest.

            The last strategy is project based learning. Project- based learning is a teaching and learning strategy that engages learners in complex activities (Han & Bhattacharya, 2001).  Like problem based instruction, project based learning focuses on the students creating a final product. It is also related to constructionism because it is student led and student centered, the teacher plays the role of the facilitator.

            Overall, the teacher is playing the roll of facilitator in all of these. They are there to make sure students are being successful and staying on task. The students are producing an artifact or product, and the lessons are engaging in real world tasks.

                                   

                                                         References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Glazer, E. (2001). Problem based instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 22, 2014, from http://projects.coe.uga.edu/epltt/

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitivism in Practice

In this weeks resources we looked at Cognitive Learning Theory and instructional strategies that supported that theory. The cognitive learning theory is basically information processing, sensory input of information, it being stored in short term memory, after enough rehearsal, it becomes stored in long term memory (Laureate Education, Inc., 2011a).  While I did agree that the strategies would support the learning theory, and that I could see ways to integrate all of the strategies into my classroom, I am only going to focus on the three that I think are the most beneficial and closely compliment the cognitive learning theory.

            The first instructional strategy is virtual field trips. A virtual field trip is a web based tool that can expand learning opportunities by allowing students to visit places that they might not be able to visit in real life (Laureate Education, Inc., 2011b).  This is a very attractive tool for educators.  I only get to take my students on 1 field trip a year, and it has to been within a certain mile radius. This web tool provides me with the opportunity to taken my students places that we would never be able to see in person. This correlates perfectly with the cognitive learning theory because it is creating an event in their life that will be stored in their brain, otherwise known as an episodic memory. This will be another way that students can make connections to their learning, and then be able to access that information later.

            The second instructional strategy is summarizing and note taking. This strategy focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, & Kuhn, 2012, p.147).  This strategy can be connected to cognitive learning theory because students have to take what they know, and learned and then retell that information in their own words. This is helping the brain store that information for a later date. My favorite note-taking template, for lack of a better term, is the two-sided note. It is, a paper with two columns and the left side I fill with important information from that lesson. The students then use the right side to take their own notes, note any questions, or even draw pictures for examples. This has always worked well in my classroom, and I plan on continuing to use it and maybe even adding some more ideas from the text regarding note taking.

            The third instructional strategy that I am focusing on is concept mapping tools. My school has purchased the Inspiration software for student laptops, so my classroom uses this quite frequently.  I use a concept map to introduce a new topic. The students use what they already know to fill in what they can to the concept map. This helps students link their prior knowledge to their new knowledge. It also helps them to keep track of their new learning. As we discuss a lesson or do an experiment the students will go back to their map and fill in what they have learned, this is a great way for students to organize the new information they are learning. It is also beneficial because it helps learners visualize ideas and connections between ideas (Laureate Education, 2011a).

            The last strategy is Cues, Questioning, and Advanced Organizers. I felt like these strategies are something that most teachers just automatically and probably do not consider it a strategy. According to our text, these relate to cognitive learning theories in that they are all focusing on enhancing studnets learning and ability to retrieve that new learned information (Pitler, Hubbell, & Kuhn, 2012, p.91). 

            Overall, understanding cognitive learning theory as an educator is very important. We need to make sure that after information is going into their short term memory, that they have plenty of opportunities to practice that new information so it can be stored in long term memory, all while making connections to this new learning. Once an educator understands the cognitive learning theory and the strategies to use to support this theory, they will see success among their students.

                                                References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive 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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips          [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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

            (2^nd ed.). Alexandria, VA: ASCD.

Behaviorism in Practice

According to Dr. Michael Orey, when we look at operant conditioning, reinforcement and punishment, reinforcement is the more powerful of the two (Laureate, 2011).  I personally agree with Dr. Orey, positive reinforcement is such a better motivator to students.  I also read some instructional strategies that focus on this positive reinforcement.

            One of the strategies that really grabbed my attention was providing recognition. One way is to hand out badges for achievement to provide students with concrete recognition (Pitler, Hubbell, Kuhn, 2012).  I currently do this with our classroom Edmodo account. The students complete their work on our class page and then I can go through the badges and award them to the students who have earned them. The students love this part of our classroom page. When the students see that someone got a new badge, they will work extra hard because they want to earn that badge as well. This is a perfect example of positive reinforcement. One student is rewarded for their hard work and now other students are working hard because they want that same recognition.

           Part of this strategy is using communication software. I found it interesting that they want you to use instant messaging. While I do not have students on my personal Facebook page, I do have a teacher Facebook page where I can showcase class work and projects and make announcements as parent reminder. I will often use the messaging side to send a group message to a student and the parent to congratulate them on something that they have done well. I also like to send pictures this way of something that the student created in class that I thought the parent would like to see. This has been a big step in my communication with parents and it has really helped in the aspect of the positive recognition for my students. I am recognizing them, and then when I include the parent in the message, then the parent will reward them for the same thing.
           Another strategy is reinforcing effort. I currently use a "Math Minutes" board in my classroom. When the students have mastered a set of multiplication facts they get to put a check next to their name and select from the prize basket. They should know all of their facts by the time they get to 4th grade, but this is an easy way for us to encourage our students to keep working towards mastery. We discuss daily how important it is to study the facts at home. My students who get their "study sheet" signed and they pass their next set are able to pick out 2 prizes. This helps students make the connection that they are studying at home and also passing their facts.
            The last strategy is assigning homework and providing practice. There is a lot of controversy over homework and I honestly do not like to assign homework. I do have my students read nightly for their independent reading goal, but I never send home worksheets or actual assignments that I take for a grade. I do give them extra practice that they can do at home, but it is not for a grade. We have a large population of students who are below poverty, and their home lives are already hectic. They have parents that are not motivated to help their kids get their homework done or they are "too busy" to help. I feel that this just sets students up to fail and can stress them out more than help them. While I do not assign homework I know that if I did, giving immediate feedback is crucial. 

            I feel that all students respond to positive recognition, if the recognition is for them, or they see another student getting that positive recognition. Technology has definitely made it easier to get kids the instant gratification and feedback through interactive instructional activities and games and through the many other strategies.

                        References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with  classroom instruction that works     

           (2^nd ed.). Alexandria,VA: ASCD.

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory

[Video webcast]. Bridging learning theory, instruction and technology. Retrieved 

fromhttp://laureate.ecollege.com/ec/crs/default.learn?

CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1