Constructivism/Constructionism in Practice

                According to the tenets of constructionism, our job as teachers is to effectively engage students in the process of creating an end product or solving a real-life problem (Laureate Education, Inc., 2011).  When faced with this challenge, teachers must conduct activities in their classroom that foster collaboration amongst learners, in-depth discussion/inquiry/investigation, data collection, dialogue regarding overall goals, and presentation skills of final results (Orey, 2001). To accomplish such a task, both teacher and student alike can benefit from using technology that appears to be embedded within constructionist instruction strategy.

                To employ said constructionist strategy, teachers must first find ways to structure classroom tasks that guide students through a project/problem-based activity where learners help to assess, analyze, and solve a real-life problem (Orey, 2001).  By generating and testing their own hypothesis, students are more apt to perform systems analysis, problem solve, investigate historical data, invent, experiment and finalize decisions regarding discovered outcomes (Pitler, Hubbel, Kuhn, & Malenoski, 2007).  In an effort to expedite the creation and completion of such a lesson, teachers must also recognize the benefits of current technology and use them effectively within the lesson.

                Data collection tools help both investigate empirical data and assess historical data.  The importance of researching is to establish/generate a feasible hypothesis.  Historical data can be easily found using the internet to research information while scientific probes that sync with computers are used to collect and investigate new data.  Both types of technologies are most effective for learners when generating a foundation for hypothesis. 

                Analysis tools such as Microsoft Excel and Access make effective use of the data collected using the technologies described above.  Both can have a significant impact organizing the data that is collected.  Whether it is determining a percentile change or creating a graph to analyze visually, these two examples of spreadsheet software can be incredibly helpful when structuring and representing numbers for analysis.   

                Lastly, resources such as data simulators can be used to test and re-test hypothesis as data is collected.  Simply input the latest data and assess whether it matches the outcome of a hypothesis.  When an outcome does not align with the original hypothesis, students can investigate the reasons why.  More importantly, students can revamp their original hypothesis and run the test again to determine if the modifications had any impact on outcome.

                These tools help to organize data analysis, gain new data and information, and ultimately test hypothesis.  Through a constructionist project/problem-based learning strategy, teachers who use these tools and technologies inspire students to create and build new meaning.  Up front, constructionism lessons may require more innovation and creativity from the teacher to help guide students.  On the back end, these efforts by teachers indirectly trigger intrinsic motivators of their unknowing students.  While a departure from a standard lecture-style classroom, constructionism engages students to become their own teacher through hypothesis generation and testing.  I couldn’t think of a better way to have students not only discover content, but discover their potential as well.

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

Orey, M. (Ed.). (2001).   Emerging perspectives on learning, teaching, and technology.   Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

           Cognitive learning theories are best utilized by knowing the characteristics of long-term and short-term memory.  According to Dr. Orey, long-term memories are stored in networks of information constructed using pieces of short-term memory (Laureate Education, Inc., 2011a). Through elaboration of content, teachers strengthen these connections in learners and eventually build what we know as long-term memory.  In short, the more connections made between short-term memories, the better long-term memory a learner will have.

            Short-term memory can only process about seven pieces of information at a time (Laureate Education, Inc., 2011a).  While commonly called working memory, there are three types of short-term memory.  The first is declarative memory.  The primary role of declarative memory is to rote memorization of facts and information.  The second is procedural memory.  This short-term memory tells you how to do things such as being able to chew gum and walk at the same time without problems.  The third is episodic memory which is tied primarily to events in your life.  If an event has a lasting impression on a learner, the learner is more apt to remember the personal experience and store it away for future use.  Episodic memory is also closely tied to the dual coding hypothesis where information can be stored as images and text at the same time.  In extreme cases, dual coding can include smells paired with memories as well. 

            For the purpose of synthesizing cognitive learning and instructional strategy, episodic memory and dual coding assist in discovering the academic value of virtual field trips and concept mapping.  The first, a virtual field trip, create episodes or experiences for the learner (Laureate Education, Inc., 2011b).  By utilizing the brain’s dual coding ability, the pictures viewed in a virtual field trip immediately creates a long term connection for the learner.  Virtual field trips also offer the opportunity for learners to compare other sources of information to confirm its validity while simultaneously engaging students in critical thinking.  Any which way you look at it, virtual field trips trigger an immediate connection in working memory that is easily retrievable and if reinforced can sustain in the learner’s long-term memory.

            The latter, concept mapping, organizes an incredible amount of knowledge to assist in creating connection between working memory and long-term memory (Novak & Cañas, 2008).  Learners who participate in concept mapping are creating a document to follow ideas.  Each idea or concept links to another concept that takes on characteristics similar to that of a flow chart.  Those learners who strive to construct quality concept maps have demonstrated that they are actively engaged in the creative process (Novak & Cañas, 2008).  This creativity enables students to utilize their “experiences and learning strengths in the process of constructing knowledge” (Orey, 2001).  By participating in the construction of their own knowledge through the experience of concept mapping, students again make connections in working memory that are easily retrievable in reinforced long-term memory.

            Knowing a little about the principles of cognitive learning theory can greatly enhance any teacher’s instructional repertoire.  Knowing firsthand how both short-term memory operates and how long-term memory is created soon becomes priceless information for any instructor trying to gain the most for their students.  After examining what my goal was in this blog, I suppose the experience of synthesizing this week’s resources could be considered cognitive learning in itself… but I will let you be the judge of that.

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

Novak, J. D., & Cañas, A. J. (2008).   The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.  Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf

Orey, M. (Ed.). (2001).   Emerging perspectives on learning, teaching, and technology.   Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Behaviorism in Practice

This week, I have been asked to analyze how instructional strategies such as reinforcing effort and homework/practice correlates to behaviorism.  The following is a summary of concepts I discovered while researching trends in education.

Behaviorism places emphasis on the stimulus-response associations made by a learner (Orey, 2001).  Traditionally in education, a system of consequences in the form of reward and punishment were utilized by those in support of behaviorist theory.  Amongst the rewards a behaviorist supports lies positive reinforcement (Orey, 2001). 

Positive reinforcement can take place in many forms.  One particular way is to positively reinforce the effort of a student.  Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that not only do students fail to fully realize the importance of their effort, but students can learn the importance of effort even if they did not realize its importance in the first place.  Recommendations to assist students in learning the value of effort often reflect attempts to have students realize outcomes.  One way is to have students keep track of their effort using a spreadsheet software or rubric.  Another is to demonstrate the effects of effort via data collection tools or a community website bulletin board where students can track performance.  Both reassure students that they can succeed by witnessing their individual progress in a more concrete, black-and-white medium (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Behaviorists, however, believe in more than just consequences.  Behaviorists such as James Hartley also believe that frequent practice helps learning and that learning is accelerated when objectives are clear (Smith, 1999). 

Mastering a skill requires a great deal of practice (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When designing practice, teachers are urged to not only set aside time for students to hone their skills but teachers must structure such assessments that focus on speed, accuracy, and retain skill specificity (Pitler, 2007).  By using such tools such as educational multimedia software, teachers can narrow down the types of skills they desire of students and actively engage students.  These web resources not only allow students to practice concepts, but they enable students to practice from remote locations.

With respect to homework, Pitler, Hubbell, Kuhn and Malenoski (2007) suggest that the purpose of homework should be identified and well-articulated.  By designing assignments that clearly communicate purpose, students will be certain to produce work that a teacher expects.  When quality work is submitted, positive reinforcement can help bolster student achievement.  Additionally, teachers could use rubrics and web resources as exemplars of high caliber work.  By using exemplars, teachers assist those students who need more concrete examples about how to fully complete an assignment.

While I am sure that there are many more resources available for teachers to use to reach their students, I hope this has helped to enlighten the reader about behaviorism with respect to instructional strategies.  Remember although one strategy does not work in all situations, knowing a few more can only further assist our students succeed.  I know of no other greater purpose of our profession.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Smith, K. (1999).  The behaviorist orientation to learning.  In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm