Constructivism in Practice

This weeks learning resources compared constructivism to constructionism.  In many causes people have confusions regarding the two theories.  A constructivism viewpoint is the theory of knowledge that describes each learner actively constructs his or her own meaning.  However, constructionism states that learners learn best when they build on external artifacts and share with others (Orey, 2001).  Students better learn from experience and project based learning can help better shape their understanding.  Students are no longer focused on lessons that are lectured based however, have better understanding when it is a hand on experience. 

In education it is important that students generate and test hypotheses to help engage them in complex mental processes.  This allows students to apply content knowledge and vocabulary to help understand say the overall meaning of the lesson.  This method can also be used with problem-based learning or project based learning is important.   Problem based learning requires students to address real world problems or formulate conclusions to realistic dilemmas (Orey, 2001).  Evidence has proved that when students generate and test a hypotheses they are engaged in their learning.  In addition, it allows them to have a better understand of the lesson concept (Pitler, Hubbel, & Kuhn, 2012).  In addition, project based learning can be use as a way for students to learn information and synthesize it in a way they understand.  Students’ will create projects that appeal to their creativity and it will have a positive impact on their learning.

As a science teacher I think this is an important strategy that my students but understand.  Throughout the school year students are required to formulate a hypothesis that will be tested in lab.  After they complete the experiment they are always asked to explain if their hypothesis was accurate or not.  However, an area that I need to improve on is creating more open ended or problem based labs.  It would allow for students to collaborate with each other to formulate a hypothesis, design an experiment, measure data, and form a conclusion.   In my class many of my labs have the directions the students but follow.  However, I would like to take that away in future labs and allow for students to formulate methods to test a hypothesis.  In addition, throughout the process students would be able to use technology to brainstorm, collect and analyze data, and formulate conclusions.  A problem-based assignment engages students in a realist problem.  They are collaborating and working with other students to formulate a solution to the problem.  It is requiring students to use higher order thinking skills and requiring them to be active participants in their learning (Orey, 2001).   In addition, it is using a 21st century skill that will help better prepare students for their future workplace.  In addition, a webquest is a tool that can also be used to address this method.  Students would be able to use different websites and resources to formulate a conclusion to an issue.  Throughout this experience students will be able to generate and test a hypothesis.  This is an approach that I would like to try in my classroom.  In the past I have given my students what I though was a webquest however was not.  Instead I would have my students search on various website to seek the answers to questions.  Although they are using the Internet to search for answers it did not provide them with an opportunity to critically think and synthesize information.  However, this is a new tool I want to begin to incorporate into my classroom. 

In education it is no longer important that students are able to memorize and regurgitate information back to teachers.  However, it is important that students are able to critically think and problem solve.  As a result, problem-base learning or project-based learning will help ensure that students are active participants in their learning.  They will work on designing an artifact that they can share with others.  It is a first hand experience that helps students understand information by creating or building a project (Laureate Education, Inc., 2012).  As a result as students generate and test hypotheses it help them in the construction of artifacts.  As a result, students are able to learn from their experiences. 

References:

Laureate Education (Producer). (2014). Constructionist and constructivist learning theories [Video file].  

Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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 education cognitive tools are beneficial because they allow students to interact with information to acquire, synthesize, create, and share new knowledge by examining their roles (Orey, 2001).  Technology can be used to assist in the learning process.  Students are able to utilize technology to think, learn, and problem solve by using different applications available to them.  Students are able to use technology to look up information, present information, organize information, integrate prior knowledge, and generate knowledge (Orey, 2001). 

It is important that as we teach we check students’ ability to retrieve, use, and organize information about the subject by using cues, questions, and advance organizers that assist students (Pitler, Hubbell, & Kuhn, 2013).  A cue is a hint that uses students’ prior knowledge to help them understand new information.  It is important that teachers questions students to determine their prior knowledge on what they previously verses what they do not know.  Advance organizers are used to help students focus on important concepts in a lesson.  They are able to use advance organizers to point out important information, identify relationships within the material, and formulate connections with prior knowledge (Pitler, Hubbell, & Kuhn, 2013, p. 91).  These strategies are important to use in the beginning of a lesson because it allows the students to begin to think about the information they are going to learn.  In addition, it will also help students focus on key concepts during lesson. 

In a classroom there are many different approaches that teachers can use to incorporate cognitive tools into their teachings.  One strategy teachers can do is to require students to research information before going on a field trip.  They could use the their research to create a brochure on word processing software and use on their trip.  They can use the brochure as an agenda, map, or for information they will see on their field trip.  Students can also use organizing and brainstorming software to form connections between information in a unit.  The teacher can create essential questions and have students create a graphic organizer.  This will require students to use higher order thinking skills to answers and also incorporates cognitive learning strategies.  In this activity students will be able to incorporate written descriptions along with pictures that can be used to help create connections to the material.  It is important that students create a network of connections to help them retrieve information from their long-term memory (Laureate Education Inc., 2011).  Instructional media is also another approach that teachers can incorporate into their lessons.  An example is by having students watch a video segment on a subject where they are able to stop and replay the segment as needed.  In addition, questions can be incorporated into the lesson by providing cues for students to answers questions to a blog.  Blogs are extremely beneficial in education because students are able to post information, have discussions, ask questions, and clarify misconceptions on a topic. 

In order for students’ to better understand information summarizing and note take can be use to synthesize information.  Students need to not be able to just copy information from a book or online resource but put it in their own words.  If they information is not in their own words students will not be able to form connections between the material.  These skills can be addressed through use of graphic organizers, multimedia, wikis, and blogs.   In addition, as students take notes they should incorporate outlining, webbing, and pictographs in additions to words (Pitler, Hubbell, & Kuhn, 2013, p.151).  This will help students to create connections to information and access it from their long-term memory at a later time.  Students can utilize applications such as evernote, audionote, infinite, and paperdesk to help them with this strategy.

I think there are many useful websites that students can use to incorporate summarizing and note takes skills.  Thinkfree is a great website that students can use to collaborate to prepare documents, spreadsheets, and presentations.   www.thinkfree.com 

Although I have not begun implement many of these strategies into my teaching I anticipate that I will next year.  I think with the use of technology it can help enhance students learning by incorporating skills they use daily.  In addition, many students would rather look information up on the Internet then read it in a book.  They would also rather create a word documents then hand write an assignment.  As a result it might be difficult at first for them to get use to using technology to enhance their education but it will eventually become second nature to them.  In addition, it will provide them with benefits of problem solving, critical thinking, working collaboratively on a project.  One of the most important aspects is that students do not need to be in the same location to work on group assignments.  I know as a student it became frustrating to create group projects and coordinate times that work form everyone however, with the use of technology that no longer is an issues. 

References

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Behaviorism in Practice

 
Behaviorism Theories

Behaviorism is the learning theory that emphasizes behaviors changes of students.  Behaviorist focuses on directly observed behaviors that can be learned habits as a result to operant conditioning.  If a student is demonstrates a desirable behavior rewards will help encourage those behaviors.  However, if a student demonstrates an undesirable behavior they are often followed by consequences (Orey, 2001).  I think it is necessary as an educator to point out desirable traits and behaviors that students’ demonstrate to recognize its importance.  In addition, these students serve as role models to other students as their positive behaviors are pointed out.  In addition, behaviorist can also use learning theory, instruction, and technology for positive reinforcement of students.  Technology can be used to “Reinforcing Effort and Providing Recognition,” and “Assigning Homework and Providing Practice.”

Reinforcing Effor and Providing Recognition

It is important as an educator to provide moral support to all students to help build on their self-esteem and motivation to succeed in class.  It has been prove through research that self-efficacy plays a strong role in motivation in learning.  If a student feel that they are unable to succeed they often do not succeed where as if a student believes they can succeed they often do.  The saying “Success comes in cans; failures in can’ts,” can be used to represent a students self-efficacy (Pitler, 2012, p.57).  I have noticed from past experience that students need to believe in themselves weather it is in science class when designing an experiment, history class when they are presenting a project, or gym class when they are trying to run a mile.  I believe that your mind has a huge impact on your success.  It is important as a teacher that you create an environment that reinforces effort and provides recognition to students to encourage their success. 

They are a various technological tools that educators can access to help increase motivation.  Teachers can use data collection and analysis tools that students can be active participants in the creation of the rubric they will use to monitor their achievement.  They can then rate their efforts weekly based on attitude, commitment, pride, and total effort and assessment school.  They can monitor their progress throughout the course to visual how their attitude attributes to their assessment score.  Students also love to be recognized and praise for their hard work and achievement.  As a high school teacher I put stickers on test grades that are “A’s,” or a when I notice an improvement on a test.  In addition, students like their work displayed for other people to see.  In my classroom I often display projects that students create around the room.  In addition, teachers can showcase students work on their webpages by posting photographs of their project, links or attachments to their presentations or word documents to be seen by anyone who view the website.  In my class I had students create fictitious marshmallow creatures based on genetic traits that was inherited.  After students created their Marshmallow Creatures I had them email me a picture of and created a class photo gallery of their creations.  This could be posted on an online source that students could show their family and friends as well a source such as flicker, website, blog, or wiki page.  In order to encourage participation in class I created “Budney Bucks” that I print out and give to students are rewards coupons.  My students are able to cash in their Budney Bucks and redeem them as homework passes or extra credit on the test.  I often sent my students reminders and inspirational quotes using reminder 101.  I feel that it is important as an educator to provide positive reinforcement for my students to encourage they achievement in my class.  I strongly believe when students are provided positive support it helps raise their motivation and desire to succeed.  When students know that other people are going to view their work they often but more time and dedication in to the assignment or project.      

Assigning Homework and Providing Practice

This year in teaching I have been struggling with the creation of effective homework assignments.  I believe that practice, drill, and repetition are essential in mastery the understanding of information.  However, I feel that students no longer want to take the time to review their notes or textbook to complete assignments.  They often answer questions off the top of their or instantly Google the answers to questions.  Many of the worksheet I provide my students are from the Internet or supplemental material from the book where the answers easily accessible online.  When students are coping answers they are not thinking or analyzing what they are writing and the assignment is ineffective.  As a result, researching finds have mix findings of the effectiveness and importance of homework (Pitler, 2012, p.167).  As a teacher I feel that extra reinforcement is needed at home however, it must reflect on higher order thinking skills and be effective to student learning.  Homework assignments must support academic learning communication and also provide feedback to students. 

It is important as a society is becoming more technology based that teacher utilize technology is their assessments.  If homework assignments are designed using technology it can prevent students from copying answers to worksheets.  Multimedia can be implement in lessons to redefine homework practice by having students listening to a podcast or vodcast lecture at home.  In class the teacher would be able to focus her time to answering questions and working with small groups in school.  Students can also watch tutorials from the Khan Academy in various different subject areas to help reinforce information they learned.  Students can also watch short video segments on BrainPop followed by questions they need to answer and email quiz to their teachers.  Students are also able to use technology to create games as homework assignments.  Students can utilize blogs as a classroom collaboration to answer questions and respond to classmates post (Pitler, 2012). 

As our society is changing the way we educate must change as well.  What worked well in the past is not longer as effective today.  As students are becoming more technologically equipped we must utilize technology to keep them engaged in a lesson.  In the past if a topic came up in class I would give extra credit to a student that research the material for homework however, today they want answers instantly.  We must redesign our lesson and teaching strategies to keep students engaged, interested, and waning to learn. 

Useful to enhance your technology use in the classroom

Can be used to show short reinforcement videos:  https://www.khanacademy.org/library

Flickr can be use to virtually display student work:  https://www.flickr.com/

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and

technology. Retrieved from

http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom

instruction that works (2^nd ed.). Alexandria, VA: ASCD.