As Dr. David Orey states, constructionism requires students to use their knowledge to "build stuff” (Laureate, Inc., 2009). The course text offers several ways to do this in the chapter about generating and testing hypotheses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). These options are based on either the teacher or student posing a question. The students then have to formulate possible answers or outcomes and construct a way to figure out a feasible solution.
There are many computer applications that can enhance constructionist learning. Students can research similar problems and solutions online. They can also use simulation software that will allow them to test out many different solutions to find a best fit. Further, students can record and graph the results of their testing using spreadsheet software. Interactive or collaborative programs allow for students to work together to build a solution to their problem. Finally, once the answer to the inquiry is realized, students can present their findings using presentation software such as PowerPoint or Microsoft Publisher.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 27, 2010
Thursday, May 20, 2010
Cognitivism
When I think of the cognitivist theory of learning, I think of the brain as a huge search engine. When there is an inquiry made, the brain searches through its vast system of prior knowledge and responds with a list of possible connections to that inquiry. For instance, imagine a person coming home after work to find that there door is unlocked. They inquire, "Why is the door unlocked?" Their brain responds by making connections with all of the possible answers to that question. Possibly, the person forgot to lock the door on their way out. Maybe their spouse returned home before them. It could also be that someone has broken into their house. The brain then reasons further about the likelihood of some of these answers and eliminates the impossible choices. They can eliminate the option that their spouse is already home if they do not see his/her car in the driveway. With further questioning and reasoning, the person can finally remember that they were in a rush in the morning and had their hands full and just forgot to lock the door on their way out.
Inquiry, connections, and memory all play into the cognitive theory of learning.
In the classroom, students can use questioning, cues, and advance organizers to help them strengthen the connections that are already made and further create new synapses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007. Visual graphic organizers, such as concept mapping software, can help the student understand the relationship between new information and prior knowledge. In addition, summarizing and note-taking can help the student synthesize new information so that it will eventually become a foundation for moving further (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
I believe that it is important to teach children how their brains work. If they are aware of the strategies that will help them to learn best, they will be able to call upon these strategies (such as effective note-taking and concept mapping) to strengthen their knowledge about many topics. I think that cognitive learning has to be active learning and a student will not necessarily learn to organize their thinking without proper modeling.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Inquiry, connections, and memory all play into the cognitive theory of learning.
In the classroom, students can use questioning, cues, and advance organizers to help them strengthen the connections that are already made and further create new synapses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007. Visual graphic organizers, such as concept mapping software, can help the student understand the relationship between new information and prior knowledge. In addition, summarizing and note-taking can help the student synthesize new information so that it will eventually become a foundation for moving further (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
I believe that it is important to teach children how their brains work. If they are aware of the strategies that will help them to learn best, they will be able to call upon these strategies (such as effective note-taking and concept mapping) to strengthen their knowledge about many topics. I think that cognitive learning has to be active learning and a student will not necessarily learn to organize their thinking without proper modeling.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 13, 2010
Week 2: Behaviorism
This week, we studied the behaviorist theory of learning. Basically, this theory states that people will learn to repeat a behavior if they are rewarded for it and will discontinue a behavior if they are punished for it. This theory can come into play in the classroom as we attempt to get students to exhibit some specific behaviors, such as effort and homework completion, and to refrain from other behaviors.
There is a cause and effect relationship between effort and achievement that relates well with the behaviorist theory of learning. When students are made aware that a consequence of their effort is achievement, they are motivated to continue or increase their effort at the next opportunity. The key to this, as stated in Using Technology with Classroom Instruction that Works (Pitler, et. al, 2007), is that students need to be able to see this connection in order for them to realize that the effort they put into a task has a direct correlation to their success. The authors of the book recommend using a spreadsheet program to organize a student’s perception of effort and results of a particular activity. Then, to more easily see the relationship, students turn their spreadsheet into a graph. If the student can see that their effort is paying off in the “reward” of a good grade or high score, they are more likely to repeat the desired behavior, effort.
In addition, homework can be used as a behaviorist strategy for learning. Homework can provide a student repeated practice and will increase the likelihood that a skill will be retained. The most important factor, as described in Using Technology with Classroom Instruction that Works (2007), is feedback. The feedback that a student receives on his/her homework will be the reward or consequence that will motivate them to continue or change their behavior. For example, if a student completes their homework for a writing assignment and a teacher responds with a comment that he/she needs to capitalize all proper nouns, chances increase that a student will capitalize proper nouns on their next piece of writing. A teacher can also comment favorably about a skill that is present, and a student will be likely to continue to exhibit that trait. It is recommended that technology, when available and appropriate, be used to offer students a chance to practice skills that may require much repetition to learn (Pitler, et. al, 2007).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
There is a cause and effect relationship between effort and achievement that relates well with the behaviorist theory of learning. When students are made aware that a consequence of their effort is achievement, they are motivated to continue or increase their effort at the next opportunity. The key to this, as stated in Using Technology with Classroom Instruction that Works (Pitler, et. al, 2007), is that students need to be able to see this connection in order for them to realize that the effort they put into a task has a direct correlation to their success. The authors of the book recommend using a spreadsheet program to organize a student’s perception of effort and results of a particular activity. Then, to more easily see the relationship, students turn their spreadsheet into a graph. If the student can see that their effort is paying off in the “reward” of a good grade or high score, they are more likely to repeat the desired behavior, effort.
In addition, homework can be used as a behaviorist strategy for learning. Homework can provide a student repeated practice and will increase the likelihood that a skill will be retained. The most important factor, as described in Using Technology with Classroom Instruction that Works (2007), is feedback. The feedback that a student receives on his/her homework will be the reward or consequence that will motivate them to continue or change their behavior. For example, if a student completes their homework for a writing assignment and a teacher responds with a comment that he/she needs to capitalize all proper nouns, chances increase that a student will capitalize proper nouns on their next piece of writing. A teacher can also comment favorably about a skill that is present, and a student will be likely to continue to exhibit that trait. It is recommended that technology, when available and appropriate, be used to offer students a chance to practice skills that may require much repetition to learn (Pitler, et. al, 2007).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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