Constructivism in Practice

In this week’s readings, we looked at the importance of providing our students with as many opportunities to both generate and test their hypothesis. According to Pitler, Kuhn, & Malenoski (2007), “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” (p. 202). This directly relates to both the Constructionist and Constructivist learning theories we explored this week. Dr. Michael Orey explains how constructionism is a, “theory of learning that states people learn best when they build an external artifact or something they can share with others”. He explained how this basically comes down to engaging your students in inquiry-based projects that involves creating things.
In Using Technology with Classroom instruction that Works, students in Mrs. Omar’s 5th grade class were involved in a project designed to help them understand the impact that putting money into savings investments can have in the long term future. This project demonstrates a clear example of the constructivist/constructionist theories because it presents students with a focus question that can lead to multiple solutions. The learning is student centered with Mrs. Omar serving mainly as a facilitator to the students. Students are not only working on portions of the project by themselves, but they are involved in small groups that work collaboratively to determine which of the three investment plans provides the best scenario for producing a substantial profit.

Overall, I was very intrigued and excited by this week’s readings and resources. I have briefly explored this type of instructional approach, but did not have a strong understanding of how to involve my students in Problem/Project based learning. After reading through “Generating and Testing Hypothesis”, one idea I plan to integrate is the “By Kids for Kids: How to Invent” website (www.bkfk.com/howtoinvent). One of the stories in our reading curriculum is called, “The Kids Inventions’ Book”. This informational text provides students with a brief look at the invention process. Once we complete this short story, I plan to have students form small groups. Each group will use the BKFK website as a reference to both investigate and explore the invention process. Once students have a clear understanding of the process, they will work together as a group to come up with an idea that they believe is a new invention. As explained in “Emerging Perspectives on Learning, Teaching, and Technology, “Such problems create opportunities for meaningful activities that engage students in problem solving and higher-order thinking in authentic settings”. (Orey, 2001).

References

Laureate Education, Inc. (Executive Producer). (2009). 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

In this week’s learning resources, we explored many tools and activities that teachers can use with their students to help support instructional strategies as well as the cognitive learning theories. One type of resource that we looked at was, “Concept Maps”. While I am familiar with this term/resource, I have not actually incorporated a concept map into my instruction or class projects. There are several reasons I think this is a great resource to use in the classroom. According to the cognitive learning theories discussed by Dr. Michael Orey, the information we gather is can be stored and recalled in many different ways. In order for our students to truly retain/recall the concepts we are teaching, they need a way to connect with the information. This is where a concept map can be a powerful learning tool. For those who are unfamiliar with concept maps, they are essentially an electronic version of the common web/tree map teachers use for organizing ideas. Dr. Orey explained how the concept map provides students with both text/visual representations that help create stronger connections. The stronger the connection, the easier it is to recall/retain the information.

Another great resource we looked at was Virtual Field Trips. Prior to this week’s learning resources, I was not familiar with the idea of a virtual field trip. The video resource provided a great video clip showing how a virtual field trip was used to enhance the learning of a historical lesson about the assassination of President Lincoln. Even though we may not have the time, funding or capabilities of taking our students on an actual field trip, a virtual field trip can still provide students with a rich experience that can be extremely motivating and engaging. Dr. Orey explained the importance of giving your students as many opportunities to “Elaborate” upon the concepts and ideas being covered in the lesson.

This week’s learning resources also discussed how educators can help students develop and improve their “note-taking” abilities. In my experience, students often use highlighters simply turn their white page to a bright yellow rather than highlighting only the critical ideas. One tool that I plan to share with my students is the “track changes” found in Microsoft Word. This can be used as a way for students to simply find only the most important ideas in a given text.

The final focus point of this week’s topics was about how teachers can use cues, questions, and advance organizers to help students create strong connections. I am currently starting to use Microsoft Excel for a variety of activities. In the video, students were working on a spreadsheet to help them find the changes in populations in state and district unions over the past 17 years. Instead of spending a lot of time calculating the difference for each of the different years, students were able to use an Excel formula to calculate the differences. This provided students with more time to make stronger connections with the topic being covered. This is a tool I am hoping to integrate into my own classroom.

Through resources such as concept maps, virtual field trips and many other computer based tools, teachers have unlimited amounts of information and tools that can help to enrich as well as empower the learning already being taught by educators.

References
Laureate Education, Inc. (Executive Producer). (2009). Program number 5. Cognitive Learning Theories[Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Program number 6. Spotlight on Technology: Virtual Field Trips [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.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <5/18/2009>, from http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

In this week’s learning resources, we had a chance to learn about the behaviorist learning theory and how it can be applied within the classroom setting to help improve/achieve the desired behaviors. We also read some strategies about how to teach students the significance that a quality effort can have upon both your work and grades. Finally, we looked at several ideas about how to effectively assign homework and practice assignments that reinforce the content being taught.

One of the ideas that I gained from this week’s resources was the importance of “explicitly teach[ing] students about the importance of effort” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.156). I have often shared with my students how important it is to put forth a strong effort, but I have never considered actually tracking their progress. Through the use of simple spreadsheet programs such as Microsoft Excel, students can create and monitor their progress on an “Effort Rubric” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.157). This not only gives them a visual of their progress, but also improves their beliefs and behaviors. Pitler, Hubbell, Kuhn, & Malenoski (2007) explained how research shows, “that students can change their beliefs and make a connection between effort and achievement” (p. 156). This is one way in which technology can help students develop a positive attitude about school and help to improve behavior.
Another focus throughout this week’s learning resources was how to use homework and practice strategies effectively. There has always been a lot of controversy over the issue of assigning homework. I am a strong advocate in assigning homework as long as it is relevant and simply a way to reinforce and practice a skill already taught in class. The school I am currently working at is fortunate to have three sets of laptop carts for classes to check out. This provides my students with several opportunities to use different computer resources to help practice and reinforce different skills. Pitler, Hubbell, Kuhn, & Malenoski (2007) shared a game called, “Battlegraph” that helps students develop ideas about coordinate grids (p. 195). While I have used the idea of Battleship to help teach my fourth graders ordered pairs, I have always used the traditional method of graph paper/pencil. I am planning on trying out this PowerPoint method as a way to engage my students even more.

Another resource that I would like to implement is a class wiki that could be used for class discussions/projects. Students would be able to work on their projects on their own time outside of the classroom. It would also provide students with a chance to work collaboratively and could serve as a communication tool. This would help to improve relationships among students and help to establish positive behavior and a positive working environment. Through the use of interactive games and activities like this one, my students will become more engaged and be less likely to act out or misbehave.

References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion picture]. Bridging Learning, Theory, and Technology. Baltimore: Author.

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

Standridge, M.. (2002) Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2009>, from http://projects.coe.uga.edu/epltt/