Constructivism in Practice

This week we explored consructivism/constructionism learning theories. Constructivism basically says that people have unique views of their world based on their personal experiences. In order to change what they know, one must either accomodiate or assimilate it into their exisiting schema(Laureate Education, Inc., 2008). Constructionism theory states that in order to understand and learn, one must have first hand expereince (Laureate Education, Inc., 2008). This is where project based learning comes into play.
All of the models we explored this week, fit into these learning theories.
Generating and testing hypotheses require students to engage in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Lever-Duffy & McDonald, 2008 p 202). By engaging in scenario's and using spreadsheet software students are actually contructing their own learning of the topic at hand. Interactive software allows students to actively engage in learning modules that will result in increased motivation and retention in leanring(Lever-Duffy & McDonald, 2008 p 213).
Instead of writing a book report the "old fashioned" way, students now are able to use word processing software to create a booklet or brochure about their book (Laureate Education, Inc., 2008).
The possibilies are endless, and my mind is spinning with ideas after exploring this weeks resources.







Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical Foundations . Boston: Allyn and Bacon

Cognitivism in Practice

Cues, questions and advance organizers focuses on the ability of students' to use and organize information about a specific topic (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Teachers use cues and questions in order to trigger students' memories and help them access prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Advance organizers are provided to help a student organize the content and focus learning before an activity begins (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Using expository advance oraganizers such as a brochure will help students focus on essential concepts and themes. (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.75-76). I have never given thought to creating a brochure before an activity, this has always been a closing activity. However, students creating these brochures before a new activity will help prepare them to learn the new material. As a third grade teacher, advance organizers and graphic organizers are vital in preparing students to learn new content. Using these cognitive tools helps students to arrange the information into smaller chunks, thus allowing them to store and retrieve it for later use (Laureate Education, Inc., 2008).
Summarizing and note taking focuses on students' ability to synthesize information and state the information in their own words (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). In order to do this students have to be able to delete, substitute, and analyze information at a deeper level (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). Students have to be taught summarizing and note taking. Using Inspiration and Kidspiration is a great way for students to learn note taking skills in an eye-pleasing way.
Using the cognitive learning strategies allows students to process information at a much deeper level.

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [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.

Behavorism in Practice

In looking at the behavorist theory in the classroom this week, we connected it to two practices; Homework and Practice and Reinforcing Effort.
Reinforcing Effort strategy ehances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155). In order to do this teachers must explicityly teach students about the importance of effort since some students do not realize the connection between effort and success (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155-156). Students should also keep track of their effort and achievement, this will allow students to recognize the connection between effort and success (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155-156). The motivator or reinforcer then becomes the success.
Homework and Practice give students a chance to review and apply what they have learned (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 187). Through homework, students are able to practice material taught in class. This practice will lead to moe success in the classroom, thus becoming a positive reinforcer. However, the lack of practice or not doing the homework can yield negative reinforcement.
Some great websites were given in our book for students to practice at home. Many of these websites such as iknowthat.com fit the behavorist model by reinforcing the correct answer with applause. If students chose the incorrect answer, they are redirected to a similar problem to practice again.
The pendulum may have swung away from behaviorism however, many programs and behavior management systems are designed around this theory.

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