Constructivism in Practice

There are many processes a person may go through when navigating through the learning process. Laureate Education, Inc., (2011) states that assimilation occurs when new information fits within the present knowledge of a person. Accommodation occurs when knowledge is changed to fit reality. Equilibration is the balance between reality and knowledge. Every day people go through many stages as they fit, adjust, and make new folders in their filing cabinets (brains). 

The constructionist viewpoint affirms that people learn the best way by building something that they can share with others. In this type of theory, students are actively engaged in learning and use tools and technology to construct products. Generating and testing hypotheses is a technique that engages students in a multitude of deliberate activities and allows students to explain their predications and creations. A neat game for generating and testing hypotheses is called Angry Birds (http://www.angrybirds.com). I was surprised to find this iPad app mentioned in this section, but upon review I realized it teaches students to apply the laws of physics. This interactive game can help “students to apply their background knowledge to make predictions, receive immediate feedback, and see the outcomes of their hypotheses” (Pitler, Hubbell, & Kuhn, 2012, p. 215).

Learning by Design and Project-Based Learning (PBL) are two ways the constructionist view can be implemented. One reoccurring prerequisite in both of these processes has to do with the teacher being the facilitator in the activity or project. According to Han and Bhattacharya (2001), instructors should be motivators and scaffold as students complete activities and tasks. They should challenge, assign open-ended tasks, and reinforce concepts and misconceptions. I feel this can be hard for some teachers as they have to relinquish control to students. As students are creating and designing the particular artifact, teachers should assume responsibility in making sure students are not confused in their thinking and understanding. 

Another type of constructionist learning is Problem-Based Instruction. Glazer (2001) states, “Problem-based inquiry is an effort to challenge students to address real-world problems and resolve realistic dilemmas…that engage students in problem solving and higher-order thinking in authentic settings” (p. 3). One particular technology that reinforces this strategy is a WebQuest. While researching WebQuests, it became clear to me how organized and deliberate these activities are. There is a task, process, and resources outlined for students as they begin the WebQuest. Rubrics and scaffolding are important as student process through the task.

While researching Early Chilhood WebQuests, I found an excellent resource about the Five Senses (http://missmelissalundy.wikispaces.com/Our+Five+Senses,+A+Webquest+for+pre-k). In this WebQuest students are given the task of naming the five senses by engaging in activities with each one. Three story books help students process the information while using the Web to hear and see items. Games and songs are used for supplementation. A journal and rubric are used at the end of the lesson for assessment. I really loved this WebQuest because it allowed me to see how useful they can be in my own environment in Pre-K.

A lot can be learned when reviewing the constructionist and constructivist theories. I feel these are theories of the 21^st Century and the kind of tasks students will have to be responsible for in the future.

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

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

The behaviorist learning theory is an enlightening theory focusing mainly on habits and the environment. The cognitive learning theory, however, centers on an individual’s mental processes. According to Smith (1999), Jean Piaget explored the cognitive framework by pinpointing four mental stages of growth: sensorimotor, preoperational, concrete operational, and formal operational. Bruner was another theorist who encouraged learning through discovery, a key technique in early childhood education. Smith (1999) later states certain guidelines, created by James Hartley, are connected to cognitive psychology: “Instruction should be well organized and clearly structured, the perceptual features of the task are important, prior knowledge is important, differences in individuals are important, and cognitive feedback is important” (para. 3).

Cognitive tools can provide teachers with valuable information regarding best practices for understanding how a child comes to “know.” Robertson, Elliot, and Washington (2007) provide two key concepts about cognitive tools: they need to be interactive and language pervasive. A child’s schema needs to be challenged when exposed to new information, so retrieving their prior knowledge is key for teachers. One presentation tool mentioned at a conference I attended recently is Google Docs (http://www.docs.google.com). With this convenient and free tool, both teachers and students can create documents, presentations, spreadsheets, forms, and drawings. For presentations, students have access to images of the topics they are researching, directly connected to the Google Docs. For a fast, reliable, and interactive teaching instrument—try Google Docs. Virtual field trips are another cognitive tool that can provide a rich experience for students. Visual stimulation of going to the zoo, space, or any country or landmark can help students compare information, witness history, and use critical thinking (Laureate Education, Inc., 2011).

The experiential learning theory consists of knowledge that is built through the careful examination of one’s experiences (Oxendine, Robinson, & Wilson, 2004). Through concrete experiences, observation, reflection, creation of concepts, and examination—students in this theory go through a rigorous but deep learning process. In my Pre-K class a couple of weeks ago, we started studying about the stages of a butterfly. Instead of just showing pictures and diagrams to my students about the different stages, I chose to buy caterpillars so my students could visually see and experience the stages in real life. Before break, my students got to see one caterpillar hatch out and become a butterfly. According to Oxendine et al., “These unstructured events can further increase a student’s confidence and excitement” (2004, para. 10).

When it comes to children and their learning, theories can only take a teacher so far. Certain strategies such as cues, questions, and advance organizers can assist teachers in ways of implementation of certain theories. Explicit cues and higher-order thinking questions are recommended for students to “have a clearer sense of what they are going to learn” (Pitler, Hubbell, & Kuhn, 2012, p. 96). By blending the multiple intelligences of students with the use of technology, advanced organizers can be built using the iPad and other software such as Inspiration (http://www.inspiration.com) can be used. Graphic organizers and concept maps can aid as visual learners use pictures and videos to better understand subject matter. Concept maps, especially, are so powerful in the way they can scaffold and promote learning. The ultimate goal with the use of this tool is allowing students to use their creativity as they observe, record, and process new information (Novak & Cañas, 2008).

 Summarizing and note taking are two additional strategies teachers can use to assist in learning. Paper and pencil note taking, I feel, is outdated and obsolete. We are in the time where students should be summarizing and note taking using multimedia. I am a very visual learner, and an awesome 21^st century tool that can be used for note taking and summarizing is a wordle (http://www.wordle.net). With this tool, “users can create a visually descriptive summary of just about any major topic” (Pitler, Hubbell, & Kuhn, 2012, p. 158). Note taking does not have to be boring for students. By using multimedia, learning can be focused and personal based on their learning style.

With the implementation of many tools, strategies, and media, learning can reach a new level for students. The key for teachers is to step outside of traditional ways of teaching and latch on to interactive and media engrossed sources. A student’s learning should be challenged enough where information is manageable and meaningful to store in long-term memory.

 Resources:

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

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

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from      http://epltt.coe.uga.edu/index.php?title=Cognitive_Tools

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

Behaviorism in Practice

Students crave consistency in their world. By providing students with appropriate recognition and meaningful practice opportunities, the success level in academics will improve. By researching and reviewing the behaviorist learning theory this week, there is much to take into consideration. Although criticized by some, the behaviorist theory is used every day, whether intentionally or not. 

One behaviorist strategy I use is a positive behavior clip chart (http://www.newmanagement.com/ebooks/pdf/clip_chart_ebook.pdf). According to Pitler et al (2012), "Handing a student a personalized certificate to celebrate high quality work is a surefire way to make that student feel appreciated and motivated for their success" (p. 66). The same is true for behavior management. The rationale of this tool begins with students all starting in the middle level on the chart: ready to learn. Clothespins with each child’s name are placed on this section of the clip chart to begin the day. As Morris (2009) states, “the whole Clip Chart program is based on the teacher being as positive as possible” (p.18). I remember in 1st grade we had to pull a bear if an action we did was inappropriate. But I wonder, what about the students who never had to pull a bear? How do they get recognized? With the implementation of this chart, both positive and negative behaviors are recognized. If a student creates a behavior the teacher wants to correct, they move the student’s clothespin down a level. If a student creates a behavior the teacher finds encouraging, they move the student’s clothespin up a level. With this action, both negative and positive behaviors are being addressed. Negative responses to the negative habit could be parent contact or a loss of a privilege. Positive responses to the positive habit could be a certificate or prize. I feel this truly takes on the behaviorist theory proposed by B.F. Skinner. In Skinner’s theory of operant conditioning, “both animals and humans would repeat acts that led to favorable outcomes, and suppress those that produced unfavorable results” (Standridge, 2002, p. 3). The neat thing about this behavior strategy is that you can customize it according to your own preference. Below is an example of a Pre-K behavior chart that is useful to me in my own classroom. In Pre-K I do not need as many levels so I chose what worked best for me. Every classroom in our school has adopted this type of behavior organization because of the overwhelming success it has had in classrooms.

According to Standridge (2002), positivity goes a long way with children. If students can see an adult pulling for them, they will put forth the effort to please them. Instructional interactive tools can aid teachers in deciding upon learning objectives, keeping the learner engaged, and providing scaffolding in practice activities (Pitler, Hubbell, & Kuhn, 2012, p. 174). There are two technological tools I have found very helpful in my own classroom. Brain Pop Jr.(http://www.brainpopjr.com/) is an excellent resource that I use daily. It uses interactive video and activities to support student understanding. Science, social studies, math, health, reading, writing, the arts, and technology are all topics teachers can search through. Moby, a robot, is the main character in each video and students love his comical and witty style of explaining topics. There are quizzes, for both advanced and struggling learners. There is an interactive word wall, jokes, comics, special activities, matching games, charts, book suggestions, writing prompts, drawing activities, and lesson ideas for the teacher.

Starfall (http://www.starfall.com/) was another resource what was mentioned in our resources (Pitler, Hubbell, & Kuhn, 2012, p. 176). Starfall is a wonderful website for reading and math. Pre-K and Kindergarten students get great exposure to letters and sounds with individual letter videos. Colors, word building, interactive books, nursery rhymes, motion songs, rhymes, calendar activities, math songs, numbers, and geometry are just a few topics that students can explore. For a subscription, teachers can gain access to more activities and resources. In my opinion, it is worth the money. The website ranges from Pre-K to 2nd grade material.

Reinforcing effort, providing recognition, assigning meaningful homework, and providing practice are all important strategies teachers must implement daily. The behaviorist theory is something that is alive and well in classrooms today. There are many instructional interactives that are beneficial and helpful to student learning. The ultimate goal in our endeavors as teachers is for students to come away with new concepts, deepen understanding, and receive mastery in skills that go above and beyond our expectations (Pitler, Hubbell, and Kuhn, 2012).

Resources:

Morris, R. (2009). Clip Chart: A Simple Discipline Strategy for Promoting Positive Behavior [EPUB version]. Retrieved http://www.newmanagement.com/ebooks/pdf/clip_chart_ebook.pdf

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

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Behaviorism