Constructivism/Constructionism in Practice

Through my learning this week, I learned about the constructionist and constructivist learning theories. The constructivist learning theory states that each individual actively constructs his/her own meaning where as the constructionist learning theory is a theory of learning that states that people learn best when they build an external artifact or something they can share with others (Laureate Education, Inc., 2010). Dr. Orey mentioned that many get these learning theories confused and said that there is a difference between the two and the differences need to be noted, especially for teachers. In a classroom, you will take note of the constructionist theories being presented.

As I thought about the constructionist and the constructivist learning theories, it brought me back to my teaching methods recently and had me to ponder over them. As I sat and thought about these two learning theories, I realized that there are instructional strategies that I use in my classroom that would fall under either theory. This week the instructional strategy of generating and testing hypotheses was introduced. As I read about this strategy, it made me think of science, which happens to deal with testing hypotheses. But as the reading stated, this instructional strategy can be used in any subject. As I thought about this instructional strategy and in reference to the two learning theories, I realized that this instructional strategy falls within the constructionist theory. It involves students being able to explain, problem solve, investigate and even allowing them to create. Through this instructional strategy students are able to take part in their own learning and be engaged in the learning process.

Laureate Education, Inc. (Producer). (2010). Constructionist and constructivist learning theories. [webcast] Bridging learning theory, instruction, and technology. Baltimore: author

Cognitivism in Practice

This week I discovered many different instructional strategies that integrate technology that I can use in my classroom. As I read through many of them, I realized that I have used many of the strategies in my classroom but not with technology involved. One of the strategies that my students tend to struggle with is summarizing. Summarizing tends to be very difficult for students to understand. To help students in understanding summarizing techniques, it was suggested that Microsoft Word be used. In this program, teachers are able to use a feature that takes a text and provides a summary of it. This is beneficial to the students because they are able to visually see a summary written from a specific piece of text. This correlates with dual coding in the Cognitive Learning Theory. Through this process, students are able to learn the information and began to store it into the long term memory sector.

Another strategy presented in the reading was cues, questions, and advance organizers. I will admit that I have never used an advanced organizer in my classroom partly due to the fact that I have never heard of it until recently. But I have used cues and questions as an instructional strategy just not in the format explained in the reading. When talking and discussing with my students during a particular lesson, I normally have a focus question. As I am teaching the lesson, I am mindful of what questions I should pose to the students based upon the focus question. Although I tend to use questioning a lot in my classroom, I have never incorporated any form of technology with questioning. Through questioning, students are able to create a concept map in Inspiration. With the use of concept maps, students are able to retain information and store it into long term memory. Students begin to store information in their long term memory when, as mentioned earlier, dual coding is involved. This is where students are given a visual picture along with either text or audio. Concept mapping is great for enhancing the Cognitive Learning Theory. As the concept maps are discussed and created with students, it will help me to grasp a sense of those students who understood along with those who are still having difficulties understanding.

Behaviorism in Practice

This week we learned about two instructional strategies that embed technology within them. Those two strategies are reinforcing effort and homework/practice. These are just a few of the instructional strategies that can be used in a technology filled classroom.

As I mentioned in my discussion post, my school "39 Eagle Essentials" which are deemed as our rules. Everyone in the school follows these same rules. One of the Eagle Essentials is that homework must be turned in Tuesday through Thursday. With this rule in place, it makes students accountable for their work which in turn makes them pay attention better in class. My students are told from the first day of school that homework will not be given on material that has not been covered in class. I hold true to this because I want homework to be something that students can freely work on with out maximum help from mama or daddy. As stated in our reading, there needs to be either homework contracts or policies put into place. This helps to minimize disruptions and off tune behaviors because it makes students responsible.

Another instructional strategy mentioned was reinforcing effort. This tends to be extremely beneficial to the students especially if they are getting praised for great effort. In my classroom, I have all students try and they must make an effort to do the problem. I want them to feel comfortable making a mistake- that is how we learn. When we reinforce effort that lets students know that we care about them and believe in them. When students are being rewarded and praised for their efforts, that leads them to want to do well in school and have a mindset that they believe.