Constructivism in Practice

This week I had the opportunity to explore several strategies that incorporate technology and correlate with the constructionist /constructivist learning theories. In order to understand this correlation, I first needed a clearer definition of these theories. Lever-Duffy and McDonald (2008) points out that for constructivists, “knowledge is unique to the individual who constructs it” (p. 16). The distinction between constructivism and constructionism was defined more clearly by Dr. Michael Orey (Laureate Education, Inc., 2009). He clarified that constructivism is really more of the study of how each person constructs their own knowledge while constructionism focuses on the actual act of building or creating something.

The use of educational technology lends itself beautifully to the constructionist learning theory. This is clearly seen in the strategy of project-based learning. This strategy allows students to utilize technology in nearly every aspect of the project. The internet can be used in collecting research for the project. This research can be compiled onto spreadsheets and/or database programs. A wiki could be used as a means for a group to collaborate and communicate on the project. PowerPoint, podcasts, and publishing software are just a few of the technologies that could be used to present the solution to the class. Many of the stages of project based learning provide an opportunity for creation of an artifact that can demonstrate the knowledge that the individual or group has gained.

Project based learning is really exciting to me. Many of its benefits are pointed out by Mark Nichol in his article “Why Teach With Project Learning?: Providing Students With a Well –Rounded Classroom Experience.” There are numerous reasons that really attract me to this type of learning experience. Project learning provides a great opportunity to shift the classroom focus from being teacher-centered to student-centered. The students can really develop a sense of ownership in the work that they are doing and take great pride in it. The artifacts that they create are truly one of a kind and can demonstrate the learning process that the student or group experienced.

Some other great technologies to assist students in the creation of artifacts include Publisher, word processing programs, Excel, and PowerPoint. Publisher is a great tool for students to create brochures, newsletters, calendars, etc… These documents look very professional and can really support the learning that has taken place. Excel can also be used as an embedded technology as it was demonstrated in generating and testing hypothesis. These technologies can definitely be used to enhance the learning process.

Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories[Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In Teaching and Learning with Technology (3rd ed. pp.2-35). Boston: Pearson.

Cognitivism in Practice

Lever-Duffy and McDonald (2008) recognize that “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” (p. 16). This definition really helps me to understand this approach and the strategies that support it. Several such strategies were presented in Using Technology with Classroom Instruction that Works. One of these strategies is the use of a rubric which the text identifies as an advance organizer. I have created rubrics for my students using the table functions in Microsoft Word. Providing students with the rubric prior to beginning a project just makes good sense to me. It allows students to get in the proper mindset for completing the project. The expectations are made clear to everyone and students are able to identify the tasks needed to complete the project.

Concept maps are another tool that supports the cognitive learning theory. Effective use of this tool requires the students to think critically about what the necessary information is. The maps can be used as a tool for brainstorming and organizing. They can later be turned into an outline for a paper or can lead to the completion of an artifact.

I loved the idea presented by the text of combination notes. I will likely use this with the assistance of Microsoft PPT. This strategy asks the students to identify key facts on the left side of an inverted T. On the right side the students use pictures, videos, music, etc… to support the facts. A summary is included at the bottom. This strategy also requires the students to analyze the key information. Their understanding is reinforced through finding media that supports the facts. My own understanding of information is increased when I have an image to link to it. Visual representations of information appear to help many of my students in comprehending information as well.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

Behaviorism in Practice

This week, I had the opportunity to learn of several instructional strategies that embed technology. I found several of these strategies very interesting and believe that they could help my students be more successful. Many of these strategies correlate with the principles of behaviorist learning theory.

One of the greatest challenges that I face in the classroom is demonstrating to students that effort pays off. It seems as though some students do not see the correlation between effort and achievement and may even perceive failure before they have begun. Pitler, Hubbell, Kuhn, and Malenoski (2007) point out that “effort is the most important factor in achievement” (p. 155). The relationship between effort and achievement can be taught to students by having them compile self evaluations of their effort onto a spreadsheet. This can then be compared to the grade that was earned. The data can be easily created into a chart that provides the students with a visual representation of the relationship between effort and achievement. This strategy aligns closely with behaviorism as the data serves as the stimulus to promote the desired response of greater effort. Many students may be motivated to put forth more effort when they can see the connection between effort and achievement.

Another instructional strategy that correlates with the behaviorist theory is the use of homework and practice. The effective use of homework can provide students with an opportunity to develop and utilize the skills and knowledge they are gaining in the classroom. Marzano, Pickering, and Pollock point out that “students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler et al., 2007, p. 188). The web is full of resources that can be utilized by students at home to develop skills or in the classroom to enrich a lesson. There are multiple tutorials, lessons, and quizzes that students can use to practice their skills. One of the sites that I have used to provide practice for students in developing skills with reading the ruler is The Ruler Game. Many of these resources provide instant feedback to the learner. Reinforcement often comes in the form of an X for incorrect answers or the term correct and wrong. Some of them provide access to more challenging levels upon successfully completing lower ones. While many of these activities can be a fun way for students to develop skills, I would use them as enrichment to the lesson.

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