Constructionism, Technology, and the Classroom

This week we took a look at the constructionist learning theory which suggests that the best learning happens when learners are engaged in the construction of a physical artifact that can be shared with others (Orey, 2001). This artifact can be anything from a written or typed paper to model of the solar system.

In looking at the instructional strategy of "generating and testing hypotheses" as presented in chapter nine of Using Technology with Classroom Instruction that Works, it is evident that constructionism is a tremendously valid theory to support this strategy (Pitler, Hubbell, & Kuhn, 2012). The first thing that came to my mind when I read this chapter, was the strategy that we use for science. SWH or Science Writing Heuristic approach engages students to act and think more like scientists. The SWH approach was actually developed in 1998 at the University of Iowa, a mere hour and twenty minutes from my front door. Here is a quick video introduction to the SWH approach.

I do not teach science, but I could in the future. I am working with the other fifth grade teacher who has had this training to learn more about how to conduct the claims and evidence. Students make their claims about a certain topic, and then find evidence to support their claims. What may happen is the assimilation and accomodation that Dr. Orey discussed in the media segment about the mechanisms for learning in the constructionist theory. Students may find that the schema that they posses is supported by their research, or they may find that their schema must be altered based upon what they have discovered.
Currently, our science teacher has students do their claims and evidence using large poster paper and their science notebooks. It would be very easy to use organizing and brainstorming software that was discussed in the text (Pitler, et al., 2012). For example, the organizers they mentioned, kidspiration or inspiration could be a great tool to organize their research. They could also use spiderscribe.net, which is the tool I used last week for my concept map, and I loved it.
In summary, there are so many great ways to allow students to really take charge of their own learning. By using the constructionist theory as well as an approach like generating and testing hypothesis, students really get a chance to pull in and make connections like never before. Technology offers those tools that will allow students to grow in their knowledge, understanding, and creativity like never before.

Resources

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

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

University of Iowa College of Education. (2014, May 6). The Science Writing Heuristic Approach [Video File]. Retrieved from https://www.youtube.com/watch?v=4vaA-Nt_Ahc.

* For more information on SWH visit http://www.education.uiowa.edu/projects/science-writing-heuristic

Cognitivism, Technology, and the Classroom

The cognitive learning theory explains how the brain makes connections and networks information. It not only makes connections, but it also allows a person to retrieve information through those networks. As I was watching Dr. Michael Orey's video segment on the cognitive learning theory, I appreciated the visual representations that he presented to show how the Information Processing Model works. I even took a screen shot to put in my notes. His use of visual representation, auditory, and text are a great example of the use of the cognitive learning theory. He stated that if you integrate multiple senses into your instruction, there will be a greater chance of retention (Laureate Education, Inc., n.d.).
The two chapters we read this week in Using Technology with Classroom Instruction That Works (Pitler, Hubbell, and Kuhn, 2012) were full of fabulous strategies that truly exude cognitivism. I'd like to focus on one resource from each chapter to explore more deeply.
In chapter 4, Pitler, et al., introduce the reader to the idea of using graphic organizers as a tool for organizing and brainstorming. Using this type of a tool is a great way to build those connections and networks within the brain. The more connections a student has to a certain piece of information, the more ways he/she has to retrieve the information when need. A great free website for building online graphic organizers is from ReadWriteThink.org. There are also lessons below for teachers to use with the tool.
Chapter 6 focuses on note taking. This is a very applicable skill that students will need as they progress through school. I really liked the Rule-Based Summarizing table (Pitler, et al., p. 148). Those give some great tips on how to help students take effective notes. I especially like tip #3, "Replace a list of things with a word that describes the things in the list (e.g., use the word trees for elm, oak, and maple). This allows students to build connections with in words and vocabulary. I think a great strategy to for the use of technology with note taking would be collaborative note taking using a resource such as GoogleDocs, Evernote, or even a wiki. This would allow students to not only contribute, but to review the material that they have heard, thus elaborating on the instruction and notes they've already taken. The down side to this would be figuring out how to manage contributions. It would be important for the students to know that the teachers can track the changes made to the document and who made those changes and contributions.
Both of these strategies would be very useful when engaging students in a virtual field trip. I know our assignment is to use a graphic organizer, but I also think students could engage in collaborative note taking. It would be very powerful to see what kind of a summary students could build in a wiki after engaging in a virtual field trip that they may never have the opportunity to see in person. Building those experiences helps to strengthen the connections in the brain. I would have loved to have read what one of the groups from the virtual field trip that we watched in the second video segment could have come up with on Ford Theater and the assassination of President Lincoln (Laureate Education, Inc. n.d.). What an amazing experience.
To conclude, it is important for teachers to go to whatever lengths possible to increase the frequency of exposure to new information, by making sure it is represented in multiple ways. Also, it is important that students have the opportunity to connect their learning to prior knowledge and to elaborate upon that knowledge to create stronger connections and networks within their memory.

Resources

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from     https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu 

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

Behaviorism, Technology, and the Classroom

It was interesting to me this week to think about behaviorism in the classroom and then pairing it with technology. Many times I believe that teachers mistakenly view behaviorism only in correlation with classroom management and student behavior. While this is one facet of behaviorism in education, it is important that we also take a look at how behaviorism affects learning.
Pitler, Hubbell, and Kuhn give some great ideas on how to reinforce effort and the importance of "teaching students about the relationship between effort and achievement" (2012). I really love the idea of using a spreadsheet to help students make a connection between effort and achievement.
Pitler, et al., also mentions providing students with recognition. While they caution the use of praise, recognition under the certain circumstances may prove to make more of a positive impact. For example, promoting goal mastery. Our fifth and sixth grade classes provide recognition for students who are reading and earning Accelerated Reader Points. This comes in the form of their name on the wall in the hallway under the appropriate point level achieved. I did some research on how I might incorporate technology in this recognition system and found www.classbadges.com. The great thing about this website is that I can create badges for anything I choose. I think I will start with just A.R. points and go from there. I don't want to do too much and not be able to follow through with it. Here is a short video introducing class badges.

              

Dr. Orey mentioned that programmed instruction is another instructional strategy that is used quite often today with the use of online tutorials. My school uses a wonderful program called SuccessMaker. Students are given a placement test to know where to start them in the program. Then the program guides them through tutorials based upon their needs. If a student watches a tutorial on adding fractions and then practices but answers incorrectly, the program then reteaches and gives the student prompts step by step on how to solve the problem. This is much like the resources that were shared this week. It does not immediately default to the correct answer, but rather prompts and guides to scaffold learning. Here is a introductory video for SuccessMaker.

There are countless other examples of ways that the behaviorist theory is influencing instructional strategies. However, like many other instances in education, what is essential is that teachers look to their own students' needs to drive their instructional strategies and content. 

Resources

ClassBadges. (2012, October 8). Introducing ClassBadges. [Video file]. Retrieved from   https://www.youtube.com/watch?v=30sMTPO5cAs

Laureate Education (Producer). (n.d.). Behaviorist learning theory [Video file]. Retrieved from https://class.waldenu.edu

Pearson North America. (2008, July 3). SuccessMaker for measurable success in grade K8. [Video file] Retrieved from https://www.youtube.com/watch?v=wphG4ry0OFc

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