Constructivism in Practice

I strongly believe that ALL students need to be engaged in learning activities. To ensure a positive learning experience problem-based and project-based learning experiences can be used. They are powerful when incorporated into daily classroom lessons. This type of learning is much more effective than having an instructor stand in front of a class lecturing. I recently listened to Dr. Orey speak about constructivism and constructionism. These are theories of knowledge that state that each individual actively constructs his or her own meaning to information given and that individuals learn best when they can build an external artifact that can be shared with others. We, as teachers, all strive for this type of learning to occur. Our goal is to allow our students to make connections and relate their learning to their own personal lives.

In the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses is discussed. Immediately, a picture of my fifth grade Science class appeared in my head. Little did I know. This strategy can be used in all subject areas. “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” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Students are able to state questions, make predictions, and collect data… This is where technology is beneficial. Spreadsheets can be created to collect data, research is conducted by visiting websites, and then various graphs can be created using appropriate computer programs.

As teachers, we must create valuable lessons and then select the most appropriate technologies to support those lessons and engage our students who possess multiple learning styles.

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

Cognitive Learning Theories

As teachers, what is our ultimate goal when teaching new information to students? Do we want them to receive a "good" grade by placing information in their short term memory or place the information into their long term memory for future use? I guess we probably want it all, but...

According to Dr. Orey, each idea is connected to another idea, so when receiving information we must use various strategies to teach the subject matter (Laureate, 2009). Material must be presented visually, through movement, sound, writing, communication, and discussion to reach all learning styles. For this reason, a virtual field trip would be an added asset to any lesson plan. Allowing students to interact and become part of the learning/teaching process.

"The instructional strategy summarizing and note taking focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.119). It is extremely important that students organize the information they are receiving and put it in their own words. Another strategy is to use cues, questions and advance graphic organizers. I do this often by relating subject matter to life experiences, by asking questions, and providing the entire class with graphic organizers, such as concept maps. This gives students the opportunity to become familiar with what is being taught. I believe that this can be accomplished in all grade levels and with all types of information. There are several computer programs that can be altered to fit its purpose.

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

Using Technology with Classroom Instruction that Works: "Reinforcing Effort" and "Homework and Practice"

Behaviorism

When discussing behaviorism I immediately think of students, their behavior, and how they respond to various elements within my classroom. I am a firm believer that behavior can be controlled, but I will not bribe or beg. I build strong relationships, have high expectations, and model appropriate behavior. When building relationships I demonstrate and encourage honesty and trust. Students are given the freedom to make choices and understand the consequences when good choices are not made.

Reinforcing Effort

Again, building relationships and informing students of your expectations allows each student to better understand the endless possibilities when GREAT effort is given. Having students complete an Effort Rubric and tracking their assessments and daily work allows students to see the relationship between the two. I have also found that it is beneficial to show students my computer when entering grades. It is often an eye opening experience to see how quickly grades can drop and the large amount of time it takes for grades to exceed expectations. Honesty is usually the best policy!

Homework and Practice

As stated, "Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Piller, Hubbell, Kuhn &Malenoski, 2007, p. 187). Can this be done without assistance from a parent or teacher? Multiple exposure to information can deepen a students understanding, but as I remind my students- "Practice makes permanent!" Homework using technology must be practice for a skill that has somewhat been mastered and then feedback should be given immediately before students continue. Technology provides a wealth of resources for learning outside the classroom, but they must be used properly and to streghten skills that are already part of a child's knowledge base.