Constructivist and Constructionist Learning Theories

When students are able to test out learning theories and put their learning into practice they are more likely to obtain a better understanding of the subject matter. The Constructionist Theory supports project based lessons where students are able to construct an artifact that will assist them in the lesson. "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, an enhancing their overall understanding of the content," (Pitler, Hubbell, Juhn, & Malenoski, 2007, pg. 202). Students learn best when they are investigating on the subject matter on their own and are able to problem solve.

One suggestion that I believe correlates well with the Constructionist Learning Theory is the use of spreadsheets and using programs such as Microsoft Excel in the classroom. I love the idea that Mrs. Omar implemented in her 5th grade classroom, as mentioned in the course book, Using Technology with Classroom Instruction that Works, which allowed students to understand savings, investments and interest rates (pg. 204). The lesson she implemented using Excel allowed students to investigate, test, and strategize what investments make the most sense when given 10,000. This is a great skill for students to practice in the 5th grade because it is something that they will need to know for the rest of their lives. I can remember in my high school Drivers Ed. class learning how to keep a check book. We practiced "paying" for items we would need when driving. Before that class I never had been exposed to writing checks and I still remember how to write a check because of that class (and I have written many!)

Furthermore, I like the lesson that Dave McDivitt used in his high school history class where students played a strategy games on the computer to help with their understanding of World War II (pg. 213). It is activities like the one that Dave McDivitt implemented in which children will remember. When students are provided with the resources and are then put to a task and asked to figure something out, it is then that the learning process begins.

The Constructionist Theory definitely has a role in today's classroom. There are many technological tools that can be used that allow students to create artifacts in which they can better understand the information taught to them.

Resources

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

Cognitivism in Practice

Everyone learns differently and uses different types of strategies to help them understand new concepts. In the book, Theoretical Foundations, the authors suggests that, "Learning is a complex activity that can be explained differently depending on one's perspective on how and why people do what they do," (Lever-Duffy & McDonald, 2008, pg. 10). As a special education teacher I find myself integrating cognitive learning theories often into my lessons. My students respond well to lessons that allow them to integrate multiple sensory approaches to their learning.

One technological program that I like to use in the classroom that promotes cognitive thinking is Kidspiration and Inspiration. Both of these programs can be used during instruction as well as a note taking and graphic organizer tool for students. In my fifth grade social studies class I recently had students create a concept web using Kidspiration that dealt with the Civil War. They were able to use words and pictures to describe certain vocabulary words such as tariff, sectionalism, and state's rights. One aspect of these programs that is really helpful is that when you click on a picture or clipart it says the word aloud for the students. This is especially helpful for my special education students who may need this extra guidance when browsing through clipart. This program also has an option where you can narrow the search for clipart to limit the number of choices for students. "The technology, in turn, provides you with editable visual aids and multimedia resources that appeal to a number of learning styles," (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg. 79).

Furthermore, there are many technological programs available for students to take notes during classroom instruction. I particularly like the combination notes that allows students to use key words, pictures, and sentences when describing a topic. "A format that has a strong impact is combination notes, which employ outlining, webbing, and pictographs in addition to words," (pg. 124). I often find myself being a more visual learner and when I look back at my own notes I tend to understand the information more when I provided a visual representation.

I recently attended a Web 2.0 Workshop in my school district. One program that I was introduced to that is a great for note taking is the etherpad. The etherpad is a public pad that allows different people on different computers to all contribute to the same note pad at the same time. Each person writing on the pad is assigned a different color that allows the learners to distinguish the difference between the writers. We used this tool at the workshop and were able to print the notes at the end of the workshop for everyone to keep. The notes can also be stored and saved on the computer. This tool allows students to work collaboratively with one another and allows learners to organize information that is essential for their learning.

Technology and cognitive thinking are linked together in many ways. Lessons can be created that allow students to use a multi-sensory approach to learning.

References:

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.

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

Behaviorism in Practice

"The dog ate my homework," is an old excuse as to why students didn't complete their homework assignment. Is there a reason a to why students are using these excuses? "As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills," (Pitler, Hubbell, Kuhn, & Malenoski, pg. 187, 2007). Using technology to help complete homework assignments can help students deepen their understanding of the lessons taught in school.

Homework is essentially drill and practice work that allows students to practice what they have learned in the classroom earlier on in the day. The Behaviorist Theory supports drill and practice work, however, this type of work needs to grab the interest of the learner. One strategy to increase students effort and allow students to achieve success on homework assignments is to teach tools on the computer that can assist students. Microsoft Word is a great resource to conduct research on. Instead of always using a search engine that might lead you in the wrong direction, Microsoft Word allows student searches to be more direct (pg. 188).

Have you ever found yourself in a situation where a student insists they are "done" without putting much effort into the assignment? Applying effort into classroom work can be a difficult concept for students to understand. While on papers I always provide guidance and feedback, you can't always be sure that your recommendations are being followed. One strategy that can be used is to have the students chart their effort process on a Microsoft Excel Spreadsheet. Students are provided with an effort rubric in which they assess how much effort they put into an assignment and then they input it into an Excel Spreadsheet. "By paying attention to the learning expectations on the rubric, they (students) see a relationship between effort and achievement," (pg. 160).

I believe that using instructional tools in the classroom helps in allowing students to achieve their own personal success which will then assist in diminishing negative behaviors. When students are provided with tools that help them do well and allow them to be active learners, then there is not need to use excuses for not doing homework assignments.

References:

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