Constructivism/Constructionism in Practice

This week in my Master's class, the resources were all about constructivism and constructionism learning theories, and instructional strategies that correlate with these theories.  Dr. Michael Orey, in this week's video "Constructionist and Constructivism Learning Theories" (Laureate Education Inc., 2011),  stated that constructivism is a theory of knowledge in which each individual actively constructs his/her own meaning.  The constructionism approach is based on the theory that students learn best by building an external artifact which is meaningful to them.  These theories have changed the student's role by making them more responsible for their learning.  It has also changed the teacher's role as more of a cognitive mentor or coach, rather than an expert (Glazer, 2001).  Teachers help their students access information, and create a framework of expectations.

In the book Using Technology with Classroom Instruction That Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007) there is a chapter that explores the instructional strategy "Generating and Testing Hypotheses".  This particular strategy relates to constructivist and constructionist learning theories by engaging students in complex mental processes.  Generating and testing hypotheses require student to compare data, present their data as a graph or advanced organizer, predict, and make decisions.  The students role is to develop hypotheses to solve a problem, and find information to support their reasonings.  This type of project-based learning is learner-oriented.  Again, the teacher is the facilitator or motivator, and informs the students of their objectives and how they will be evaluated (Han & Bhattacharya, 2001).

There are tasks a teacher can use to help students generate and test hypotheses.  These tasks are 1)a system analysis 2)problem solving 3)historical investigation 4)invention 5)experimental inquiry and 6)decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I found a website in this week's resources that is perfect for helping my 2nd graders generate a hypothesis, make predictions, and begin to think like a biologist.  That website is called Astroventure (http://www.astroventure.arc.nasa.gov/).  My class went through different scenarios about what would happen to living things on earth if there was too much heat or not enough heat.  They wrote down in their journals what they predicted would happen with each scenario, and after they were finished writing, I read to them what a scientist wrote about the different scenarios.  All of my students were engaged in this lesson because it had possible real-world problems in it.  If I were teaching a higher grade, this could lead to more problem-based inquiry by researching global warming, and determining if this is an issue that could affect all life on earth.

Constructionism is reflected in project-based learning because it is a student-centered learning environment, an artifact is created, and the learning is based on authentic and real life experiences.  Project-based learning involves planning, creating, and processing.  These instructional strategies can help increase motivation, problem-solving abilities, research skills, collaboration, and  project organization skills.

Technology can help implement constructionist/constructivist practices.  First, programs like Excel can make data gathering much easier.  Students can spend less time having to do manual calculations to find the statistics or information they are looking for.  In this week's reading (Pitler, Hubbell, Kuhn, & Malenoski, 2007), the way it was put was students can spend more time interperting the data rather than gathering the data.  Technology such as WebQuests, Powerpoint, simulations, blogs, wikis, voice threads, and podcasts can help promote constructivist and constructionist lessons by providing links to support their arguments, representations of activities, feedback, collaboration, and individualized assistance.  Technology is a powerful tool to promote constructionist/constructivist practices in the classroom.

Reference List

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives

on learning, teaching, and technology. Retrieved from  http://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instruction

Hans, S., & Bhattacharya, K. (2001). Constructionism, Learning By Design, and Project

            Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

            and technology. Retrieved from

http://projects.coe.uga.edu/epltt/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning  

Laureate Education, Inc. (Producer). (2011). Constructionist and constructivist learning

theories. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

 

Cognitivism in Practice

The Cognitive Learning Theory starts with sensory input of information, which goes into Short Term Memory, and if rehearsed enough goes into Long Term Memory (Laureate Education Inc., 2011).  Long Term Memories are stored in networks of information, and they are all connected.  I am a believer that children need to be taught in small chunks, and everything needs to build on their prior knowledge, thus connected.  In this week's video, Cognitive Learning Theories (Laureate Education Inc., 2011), Dr. Michael Orey discusses Long Term Memory to be either facts (declarative), how to do things (procedural), or events in your life (episodic).  The dual coding hypothesis (Laureate Education Inc., 2011) is when information is stored as images and text.  Elaboration is a crucial component to Long Term Memory.  This week's class resources taught me that elaboration is the primary mechanism for storing information into Long Term Memory (Laureate Education Inc., 2011).

Instructional strategies that correlate with the principals of Cognitive Learning Theory are demonstrated by the use of cues, questions, and advanced organizers.  In the text "Using Technology With Classroom Instruction That Works" (Pitler, 2007), there are some great points brought up about how graphic organizers can be used not only as a visual for students, but for brainstorming.  Concept Mapping Tools can start with an essential question to give students a cue about what they are going to learn.  Cues are hints about what students are about to learn or experience and can trigger a student's memories and prior knowledge (Pitler, 2007).  Concept Mapping Tools allow students to put one idea in a box, or node, and then connect nodes to other nodes.  This type of software serves as a mind tool, helps learners organize information, and supports visual coding.  In this week's class video, Cognitive Learning Theories  (Laureate Education Inc., 2011), Dr. Orey explains that integrating multiple senses during presentations will improve learning. 

Another instructional strategy that helps build connections with new information is summarizing and note taking.  Note taking is completely different today thanks to PowerPoint presentations with advanced graphic organizers.  Webbing can also be used for note taking.  The use of these tools helps students to stay focused on the essential question.  Graphic presentations help any lesson to be visual and auditory.

Virtual Field Trips are almost an immersive like experience and are very powerful for helping students learn because they create episodic memory.  Dr. Orey, in this week's video Spotlight on Technology (Laureate Education Inc., 2011), states that the Virtual Field Trips incorporate all cognitive theories and help students make connections they will remember. 

I have begun to think about how wonderful these technology tools and instructional strategies are for creating cognitive thinking, and furthering each child's understanding of what is being taught.

Thank you for reading my blog.  

Reference List

Laureate Education, Inc. (Producer). (2011). Cognitive learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Spotlight on technology. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

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

     

Behaviorism in Today's Classroom

This week the topic for my Masters class was primarily the behaviorist learning theory.  We were to evaluate the role of the behaviorist learning theory in today's classroom, particularly in applications of educational technology.


The behaviorist approach does have a place in today's classroom.  Most teachers use classroom management which are behaviorist techniques.  Teachers adopt a system of rewards and punishments to reinforce desired behaviors and eliminate inappropriate ones.  Dr. Orey (Orey, 2001) supports this theory because it helps achieve desired behavior in education by implementing contracts, consequences, and reinforcement of a child's behavior.  Also, the behaviorist learning theory is used in drill and practice, remediation and tutorial programs in today's classroom.  "Skills are not acquired without frequent practice" (Smith, 1999).  Homework provides an opportunity for students to drill and practice what they have learned. 


Educational technology provides an avenue for students to drill and practice their skills.  There are video tutorials, games, and quiz shows that make learning accessible to all children.  For example, I use www.brainpopjr.com for whole group instruction and individual learning and practice.  This online program covers science, health, reading, writing, social studies, math, art, and technology.  The tutorials are colorful, cute, age appropriate, and incorporate auditory and visual learning.  There are also short quizzes and games for each subject.  I also use a remedial online reading program called Lexia (www.lexialearning.com). This provides extra support to six of my 2nd graders to help bring their reading skills up to grade level.  This program is also auditory and visual for each child.  They work independently through tutorials and then respond to prompts.  When they pass certain milestones (or skills), a certificate of achievement can be printed out for them.  This positive reinforcement makes them beg me to let them work on Lexia everyday.  This type of reinforcement is in line with B.F Skinner's Operant Conditioning (Orey, 2001).  Animals and humans repeat acts that lead to favorable outcomes.  The Lexia reading program is dramatically helping the reading level of each child, if they spend at least thirty minutes a day using it.  There are many other educational technology tools available that can provide lessons, practice, and games which are beneficial to helping students strengthen their reading and math skills.  "Multiple exposures to material help students deepen their understanding of content and become proficient with skills" (Pitler, 2007).


In conclusion, I think there is plenty of room for the behaviorist learning theory in today's classroom.  Children respond to positive reinforcement, which enables teachers to have good classroom management and produce more effort coming from their students. 


Reference List


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 behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://infed.org/biblio/learning-behaviourist.htm

Reflection: Final Blog Posting

             My own technology skills have developed so much in the last seven weeks of this Masters class.  I have truly amazed myself with what I have learned.  First, I learned how to set up my own blog, and participate in reading and commenting on other people’s blogs.  I learned what a Real Simple Syndication (RSS) feed is, and the value of it.  For the first time ever, I was part of a wiki built by my Walden University classmates.  We collaborated to develop a wiki site that could be used as a teacher’s resource for great websites.  The last big thing I learned was how to make a podcast.  After making a podcast, I also learned how to upload it to my blog.  These are all new skills that I can now use in my 2^nd grade classroom.

            This class deepened my knowledge of what 21^st century skills include.  In our online classroom video called Skills For The 21^st Century (Laureate, 2011), Dr. Thornburg lists over a dozen 21^st century skills and dispositions.  They are as follows: 1)information literacy 2)critical thinking 3)problem solving 4)communication skills 5)teamwork and collaboration 6)information technology 7)leadership 8)creativity and innovative thinking 9)lifelong learning 10)self-direction 11)professionalism 12)ethics and 13)social responsibilities.  It is eye opening to realize that there is so much we need to do as teachers to prepare our students to work in the modern world.  Technology is changing our world and expanding the need for our students to not only be able to use new technology tools, but to be critical thinkers, good problem solvers, and able to work as a team.  Our job as teachers is not getting easier because of technology, it is getting more complex.

I have a slightly different perspective now about the teacher-centered versus learner-centered classroom.  I can clearly see now that the teacher-centered classroom is becoming old school, and the learner-centered classroom helps build necessary 21^st century skills.  A learner-centered classroom promotes students  working as a team, developing problem-solving or critical thinking skills, being creative and using innovative thinking.  It does not seem like an option for education to stay with the teacher-centered classroom since we are trying to prepare our students for the 21^st century. 

The ways I will continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement is to continue my lifelong education.  This Masters program is a crucial piece in my education, at this point.  I have been teaching elementary school for sixteen years, and my weak spot is using technology to its fullest. That is why I chose this particular Masters program.  I am learning and will continue to learn the many new innovative tools available for teaching. There is a wealth of information online that will help me stay informed as a teacher, and I am learning where to find it.  Reading articles and blogs written by teachers is priceless.  I will continue to participate with this new found online community.  Now that I know how to create  blogs, podcasts, and wikis I will continue to learn the best applications for them in my 2nd grade classroom.

My first long term goal is to increase the amount of computer time my students have from forty-five minutes a week, to forty-five minutes a day.  This may mean I will take them into the computer lab more often, as the school schedule allows, or I may solicit more computers for my classroom.  I only have four computers for my students to share, at this point.  I will volunteer to be a teacher representative for the technology committee in the Fall of 2012.  This way I will have a voice in what is being purchased for our school and why.

My second long term goal is to truely create a learning environment which not only integrates innovative technology, but develops more 21st century learning skills with authentic assessments.  I will continue to value creativity, communication, collaboration, and use authentic learning tasks more and more.  It is a huge systematic obstacle to overcome the use of high stakes tests and replace them with more authentic assessments.  Unfortunately, how teachers teach is often driven by the high stakes testing because we feel the pressure to have our students do well on the state testing.  The testing may or may not change in the next two years, but at least I can incorporate more authentic assessments into my classroom.  I will begin to participate in the national dialogue on this issue of testing, and how it needs to change.  

In regards to the checklist titled Practices to Support 21st Century Skills in week #1 of this course, almost everything I checked was in the "sometimes" column.  There is one noticeable difference with one particular category for me.  At the beginning of this course, I checked "rarely" do I collaborate with students to explore and evaluate new and emerging technologies and investigate how these tools can be used to solve problems in real world environments.  Now, I "often" collaborate and ask for my students' feedback when exploring the use of a new technology in the classroom.  Also, I am moving more towards "often" in many of the categories.  Definitely I have moved to the "often" column with designing learning experiences that require students to formulate questions for inquiry and engage in real-world problem-solving activities.  An upcoming Social Studies lesson will be a huge leap into this type of teaching practice.  This will be our classroom trial of Alexander T. Wolf (aka The Big Bad Wolf), which I have addressed on my blog and in my Application paper last week.  All in all, I am making progress in my skills and practices regarding integrating technology in the classroom. 



The International Society of Technology in Education (ISTE) NETS for teachers (2008) clearly outlines standards for teaching in the digital age. These five standards are: 1)facilitate and inspire student learning and creativity 2)design and develop digital-age learning experiences and assessments 3)modern digital-age work and learning 4)promote and model digital citizenship and responsibility and 5)engage in professional growth and leadership.  Technology is changing the way we teach from a teacher-centered to a student-centered approach to learning. I think it is very exciting to be part of such a dramatic change in history, and our students are worth all the effort.      

Reference List
International Society for Technology in Education. (2008). NETS for teachers. Retrieved from
http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

Laureate Education, Inc. (Producer). (2011). Skills for the 21st century. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489402&Survey=1&47=9700022&ClientNodeID=984650&coursenav=1&bhcp=1

Classroom Trial of Alexander T. Wolf (aka The Big Bad Wolf)

I am currently developing an activity that has to do with Social Studies.  In 2nd grade we study the three branches of our government and basically what they do.  The new activity I am working on has to do with the Judicial branch of our government.  We are going to hold a mock trial to decide if Alexander T. Wolf (aka The Big Bad Wolf) is guilty or innocent of eating the pigs.  Each child will have a job.  Someone will be the attorney for Alexander T. Wolf (who thinks he was framed), and someone else will represent The Three Little Pigs.  They will present their case and call eye witnesses.  Alexander T. Wolf's dear old granny will be called as a character witness.  There will be a judge, jury, newspaper reporters, TV reporters, and photographers in our mock court room.  I will ultimately decide who is doing what job in the court room, but will ask for their preferences.  The plan is that I will be the facilitator to guide my students to prepare their questions and answers, depending upon their job.  Two parents in my classroom are attorneys and have volunteered to teach my students what goes on in a court room, and help prepare for our mock trial.  The newspaper reporters will need to produce articles about the trial using the computer, and download digital photos to go with their articles.  The actual trial will be a visual and auditory podcast on Garageband.  My students will be part of the planning and orchestrating of the trial.  I have already talked to my class about this classroom activity and they are so excited.  They cannot wait to get started.  It will be fun and exciting for me to watch their critical thinking skills in action, as they prepare for the trial.

Creating a podcast

I created a podcast for the first time this week.  It took many hours and lots of mistakes, but I finally did it.  To make a long story short, I found an Ap called Garageband on my IPad that is pretty easy to use.  After I created my podcast on Garageband, I opened up a free account called SoundCloud (on my IPad).  SoundCloud made it very easy to upload my podcast to my blog. 

Podcast Interview