Constructivism in Practice

                In the book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, and Kuhn (2012) explain how generating and testing hypotheses is a strategy that is applicable in all content areas not just science.  Step two of generating and testing hypotheses (Pitler et al., 2012) is problem solving.  Constructionism is highly visible in project, problem, and inquiry based learning (Laureate Education, Inc. 2011).  In constructionism and generating and testing hypotheses students are engaged in complex mental processes which also enhances students overall understanding of the content.  These two processes give students the opportunity to create, and give teachers the opportunity to guide as a facilitator. 

Integrating technology into constructionism and generating and testing hypotheses will engage students and create strong connections that will allow students to process new information into their long term memory.  Programs like Inspiration and Kidspiration are great for students to create concept maps to help them organize their ideas and to create a brainstorm list to help generate a hypotheses.  Power Point is another great example of incorporating technology into both constructionism and generating and testing hypotheses.  For constructionism students are creating a presentation.  For generating and testing hypotheses, students are presenting their solution to their hypotheses.

Reference:

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitivism in Practice

In the book Using Technology with Classroom Instruction that Works, Hubbell, Kuhn, and Pitler (2012) explain how cues, questions, and advance organizers enhance student’s ability to retrieve, use, and organize information about a topic.   Cues are defined as hints, and questions trigger students to access previously learned information (Hubbell, Kuhn, Pitler, 2012).  Advance organizers aid students to focus on important points (Hubbell, Kuhn, Pitler, 2012). 

In my classroom on a weekly basis, my students use a graphic organizer called a flow map to organize their ideas for writing. The flow map includes an opening sentence, three big ideas, details for each big idea, and a closing sentence.   In the video segment Cognitive Learning Theories, Dr. Orey (Laureate Education, Inc. 2011) discussed how images are powerful tools for students to use in the classroom.  Concept mapping is a great example of cognitive learning theory.  In order to integrate technology into my writing lesson, I plan to implement a computer program called Kidspiration (Inspiration software Inc. 2010).  Students will still be able to incorporate all the items that are on the flow map.  In addition, Kidspiration students will also able to add images and create a concept map that is designed specifically for them (Inspiration software Inc. 2010).  The images and their unique concept map will help create those strong connections needed for students to be able to commit this new information into their long term memory and be able to retrieve this information for future use. 

Kidspiration (2010) is also a great cognitive tool for summarizing and note taking.  Kidspiration (2010) has a rapid fire tool specifically designed for quick texting. 

 Another great cognitive learning tool is virtual field trip.  A virtual field trip allows you to go outside the four walls without really leaving the classroom. During a social studies lesson on community, students who knew their home address we were able to type it into Google Earth (2010).  Using satellite technology Google Earth (2010) would bring up a real picture of the student’s house and front yard.  Needless to say, all the students who didn’t know their address knew it the very next day.

References:

Google. (2010) Google Earth (Version 6) [Computer program]. Available at
http://www.google.com/earth/download/ge/… (Accessed 17 July 2013)

Source(s): http://lrweb.beds.ac.uk/help/guide-to-re…

Inspiration software Inc. (2010). Retrieved from phttp://www.inspiration.com/Kidspiration

Laureate Education, Inc. (Producer). (2011). 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). (2011). 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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Thank you for sharing Jessica,

I understand that ultimately we want our students to be global life learners who are intrinsically motivated.  Maybe I am just a primary teacher who still uses teacher’s intuition (Laureate Education, Inc., 2011).  Praise and recognition are two very powerful strategies.  I truly believe that intrinsic motivation has to be sparked by extrinsic motivation.  There has to be a seed planted before you get a tree. 

Just a final thought,

Val

                                                                References:

Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [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). (2011). Program two: Brain research and learning [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

Here a just a few of the wonderful teacher blogs I enjoy following.  They are very creative and innovative when it comes to using technology in the classroom.

http://coolcatteacher.blogspot.com/

http://www.myteacherpages.com/webpages/yollis/

Behaviorism in Practice

Dr. Michael Orey stated in the video segment Behaviorist Learning Theory that some experts say behaviorism is dead (Laureate Education, Inc., 2011).  He stated that behaviorism is used every day in everything that we do (Laureate Education, Inc., 2011).  Dr. Michael Orey also stated in the video segment Behaviorist Learning Theory that reinforcement is more powerful than punishment.

From the book, Using Technology With Classroom Instruction That Works in terms of providing recognition, some research has shown praise and recognition can have negative effects on intrinsic motivation (Hubbell, Kuhn, Pitler, 2012).   While other research shows praise and recognition can have a direct and positive impact on effort, persistence, and motivation. (Hubbell, Kuhn, Pitler, 2012)  I teach second grade, and I agree with Dr. Orey, reinforcement is more powerful than punishment.  Praise and recognition can go a long way in second grade.  For example, I had a second grader last year who lived one week with mom and the next week with dad.  This situation had a very negative affect on her academically in first grade.  She started second grade on a first grade reading level.  I believe consistent recognition and praise provided a spark that carried her through second grade and she ended second grade on a third grade reading level.

The book Using Technology With Classroom Instruction That Works stated that research shows there are mixed feeling about the effectiveness and importance of homework (Hubbell, Kuhn, Pitler, 2012).  Some research says homework provides an opportunity to practice, review, and apply what they have learned in class (Hubbell, Kuhn, Pitler, 2012).  Other research says they have found no positive relationship between homework and achievement (Hubbell, Kuhn, Pitler, 2012).  In my second grade class, I assign homework nightly.  They have one page of reading, one page of math, and one spelling word activity.  For my students it is usually the difference between an A or an F on their spelling test. Students who complete their nightly spelling homework are usually the students who perform well on their spelling test.  Students who chose not to do their spelling homework correlate with the students who fail their weekly exam.

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.