Constructionist/Constructivist Learning Theories

Many students use data in order to test ideas or hypotheses to find the answers to questions. In our resource this week, Using Technology with Classroom Instruction that Works, it is explained that students are using technologies such as spreadsheets, data collection tools, and web resources to make informed predictions, collecting data, analyzing data for patterns, and revising original hypotheses or coming up with new ones (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). How does this relate with the constructivist/constructionist learning styles? Constructivism and constructionism both involve each individual actively constructing his/her own meaning through experience (Laureate, 2008). The teacher is not telling students what to do but acts as a guide for students in case students become stuck as to why or how something works. Students are left to ask the questions themselves and to figure out how to solve it based on hands-on experience.

 

When students collect data, most questions are answered but then new questions are generated so students are constantly revising their hypotheses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I always think of science experiments when I think about collecting data, but us teachers do this everyday and sometimes we also have to revise our hypotheses based on our students. Each experience can allow more questions to generate and that is ok.

 

 

Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.

 

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

Cognitive Learning Theory

Cognitive learning theory emphasizes how students take in and process concepts. Every teacher should be aware of cognitive processes that involve input to design the appropriate output. Dr. Opey described how information is stored and processed by describing the sensory input, short term, and long-term memory (Laureate, 2008). The resources this week really helped me see how we as teachers can incorporate information that is meaningful to students through virtual tours and information organization.

 

            With some of this information, I had to really analyze how I would adapt these techniques to fit the mold of a primary student. I know that primary students understand rubrics. Rubrics are excellent advance organizers by preparing students to apply their abilities, knowledge, and critical thinking skills (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I use rubrics in my classroom by allowing students to evaluate a piece of literature for qualities of good writers, or to rate themselves in following directions. There are many ways to use rubrics and students can begin to use self-evaluation techniques through their senses. Another favorite of mine is United Streaming videos to make connections with vocabulary concepts and skills taught. Students are able to make those connections to real life scenarios.

 

            When describing to students how to summarize using note taking techniques I really liked the recommendation of giving students teacher-prepared notes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I taught third grade last year and summarizing through note taking was a big challenge for me. A teacher shouldn’t rely on just one type of note-taking format, but can allow students to use different colors if needed for a different concept. We learn best through using our senses. Students will remember colored words since colors are a very sensory characteristic (Laureate, 2008).

 

This week has continued to inspire me to incorporate more sensory materials within my lessons. Through keeping my students’ interests and learning abilities in mind, I can be assured that I am meeting each child’s needs and desires.

 

 

Laureate Education Inc. (2008). “Cognitive Learning Theories.” Baltimore, MD: Laureate Education Inc.

 

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

Technology and Behaviorist Theory of Learning

Out of all of the choices of someone who intends to achieve success or maintain it, effort, is within an individual’s control (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007). Having a strong sense of self-efficacy allows for someone to obtain success despite most external factors. Everyone wants to succeed and in order for that to happen students have to believe in effort and believe that effort pays off. One strategy that I saw that was very beneficial to students was to make a connection between effort and achievement by using a spreadsheet in which students were given a rubric to show a clear idea of what effort looks like and to apply it to the student’s efforts in all areas within the classroom (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007). Showing students data is very important because it can allow them to compare the rate of effort given over the course of a given time. Students who know that they have worked hard in a particular week can be assured that hard work allows them to see growth. They will be more likely to repeat the behavior.

 

I was quite amazed in learning that students need about 24 practice sessions with a skill in order to achieve 80 percent competency (Marzano et al., 2001, p. 67). This is why homework can be beneficial to students since homework is practice. The use of multimedia within classrooms and at home to practice a skill or concept is wonderful. Discovery Education can change text into pictures like in a movie. There are other activities such as online tutorials that allow students to learn more math facts. When students play these games, they become more motivated to complete their work correctly. By beating the computer in math facts, or bragging to your friends about how far you got in your score, gives students a sense of accomplishment and pride to continue to strive towards greatness.

 

 

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

Bridging Learning Theory, Instruction, and Technology

I am in my fifth year of teaching elementary students at a Title I school located in Sanford, Florida. I teach Kindergarten and am about ready to complete one full year saying that I have survived! I enjoy teaching Kindergarten because I have accumulated stories this year that beat out stories from my previous four years of teaching. 

In my spare time I enjoy cooking/baking, exercising, rollerblading with friends, reading, listening to music, and of course spending time with friends. I spend many hours in front of my computer throughout the day. I can't remember how life was before the Internet. I know that my students will continue to become the same way once they become more comfortable with the Internet.