Constructionism in Practice through Problem Based Learning

        Constructionism is a theory of learning that is a process in which people construct their own knowledge and understanding the world around them in which they develop understanding and demonstrate their learning by building artifacts (Orey, 2001).   Constructionism is echoed in Problem Based Learning (PBL) by the creation of a student-centered learning environment and emphasis on artifact creation based on authentic and real life experience with multiple perspectives (Orey, 2001).   

When thinking about generating and testing hypothesis, there are similarities in the process that teachers can use which include system analysis, problem solving, experimental inquiry, and investigation (Pitler, Hubble, & Kuhn, 2012), and the instructional strategies of PBL which include planning, creating, and processing (Orey, 2001).  The two strategies blend together very well to present a well define lesson.  In the problem solving process of generating and testing hypothesis there is identifying the goal, describing barriers, identify solutions, trying the solutions and explaining your hypothesis (Pitler et al, 2012).  This is similar to part of the planning and creating strategies of PBL.  With regard to planning, there is the inquiry portion in which includes formulating goals, plan procedures, and debate ideas. When in the creating phase there is analyzing data which include making predictions plan experiments and collect data. There is also collaborating with others in the creating phase where the learner communicates ideas and findings to others (Orey, 2001).

One idea I have to include these strategies is to introduce a flow chart in my exploration lessons.  I have a series of lessons that require the students to explore, experiment, and create an artifact with a set amount of materials.  Some of these include creating a paper tower with one sheet of paper and 12 inches of tape, another is a straw tower that can support a tennis ball with only 15 straws and no tape, and a sail car with 12 straws, 12 inches of tape, one sheet of paper and choice of pre-determined set of wheels. Over the years I have added to these lessons to make it more complex and meaningful to the students. I added a sketch which evolved to a detailed design, a   hypothesis on the functionality or the expectation of final product, and internet research to explore structures and learn any building tips to aid them in their project.  Now I want to add a flow chart, using an internet diagramming tool like Cacoo, as a graphical record of their thought process to explain how they got their final product.  I want something they can look back on and share with others their successes or challenges on how they created their artifact. It would be a work in process detailing the process they took in creating their product.  Every time something did not work out they would expand their chart, explain the changes they made, then cycle back into the flow and continue with the project.  This would be repeated until they come up with their final product.  It seems like a lot of work, but these projects are done in groups. Hopefully responsibilities are divided equally amongst the members to ensure no one person is overwhelmed.

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 (2nd         ed.). Alexandria, VA: ASCD

Cognitivism in Practice

Cognitive learning theory focuses on how children think, how they understand and how they know.  Basically, how the mind works and how they learn.  It emphasizes on the individuals construction of understanding (Learning Domain, 2014).  Components of cognitive learning theories include the understanding of long and short term memories, the concept of elaboration, dual coding hypothesis and a network model of memory (Laureate Education Inc., 2011).  When understanding how memory functions, we learned once the information is inputted through the senses, it is stored in short term memory. Short term memory can process about seven pieces of information at one time. Through rehearsal and practice the memory is then stored in long term memory (Laureate Education Inc., 2011).  Elaboration is the primary mechanism for storing information in long term memory (Laureate Education Inc., 2011).  It builds numerous connections to stored information by making associations to remember.  Dual coding hypothesis is the notion that information is stores as images and text (Laureate Education Inc., 2011).  The premise is that people can remember images better that they can remember just text, so when presenting information, having a combination of informational images to meaningful text, students would be able to learn a concept easier than just text alone.  This can be done by using a network model of cognitive learning.  This is a graphical tool that helps learners organize information.  It helps learners visualize ideas and make connection between ideas (Laureate Education Inc., 2011). 

Instructional strategies that relate to cognitive learning theories are cues, questions, and advance organizers are used to enhance the students’ ability to use, retrieve, and organize information about a topic (Pitler, Hubble, & Kuhn, 2012).  Cues are subtle hints teachers can give students to recall information on topics students already know.  Questions allow students to recall information they already know and allow teachers to assess what the students do not know.  Advance organizers are introduced before a lesson or during a lesson to help identify relationship between the materials (Pitler et al, 2012).  There are many types of resources that students and teachers can be used to create well organized artifacts.  These can range from word processing application, data collection and analysis tools, organizing and brainstorming software, instructional media, and instructional interactivities (Pitler et al, 2012).  One tool that is used in my class is Inspiration. Inspiration is a software program that is used for visual learning. It allows for the creation of graphic organizers, concept mapping, outlining and other strategies of visual learning. We have used it for family trees and comparing and contrasting for various topics.

Other Instructional strategies that relate to cognitive learning theories are summarizing and note taking.  These strategies focus on enhancing the students’ ability to synthesize information and condense it to an abridged form (Pitler et al, 2012).  Summarizing and note taking should be taught by the teacher to established rules and requirements of what is expected product the student must create.  The teacher can provide the students their notes as examples, teach them a variety of note taking formats, and allow opportunities for students to edit their notes and use them for review. (Pitler et al, 2012).

In my class I teach two main note taking strategies.  In social studies, I teach the students how to summarize by outlining the lessons in the textbook.   In science, we also summarize the lessons in the textbook, but we use the Cornell note taking method. All notes they create can be used on chapter test as incentive to add a sufficient amount of content to their notes.  I plan on implementing the option for the students to transform their notes to a concept map. Concept maps are graphical tools for organization and representing knowledge.  A good way to focus on a concept map is have a focus question (Novak & Cañas, 2008).  Since every lesson in social studies and science has essential questions, I would use that as the focus for their concept mat with the details from their notes to create the rest of their map.  Instead of Inspiration I think I might use Webspiration, or something similar, which would allow students to access their work at home as well at school. 

     
 

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

Learning Domain. (n.d.).http://peoplelearn.homestead.com/. Retrieved May 20, 2014, from http://peoplelearn.homestead.com/BEduc/Ch

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

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

Behaviorism in Practice (6711)

Behaviorism as a learning theory emphasizes changes in behavior that result from stimulus-response (Orey, 2001) Skinner’s operate conditioning is the rewarding of part of a desired behavior,  in hopes that they would repeat the desired behavior(Orey, 2001).   As stated in Using Technology with Classroom Instruction that Works (2012), people attribute success to different sources, innate abilities, assistance to others, luck, and effort (Pitler, Hubbell, & Kuhn, 2012).  Of the four, effort is the most useful attribute.  Because of this reinforcing effort is highly effective for motivation in learning and achievement. Some of the recommendation for practicing reinforcing effort should include teaching the students about the relationship between effort and achievement, guide students with an understanding of what it means to expend effort, and expect students to keep track of their efforts and achievements (Pitler, Hubbell, & Kuhn, 2012).  There are many technological tools to aid in the reinforcement of effort.  One example can be a reflection of the amount of effort demonstrated with the use of a rubric. A simple, easy to use, customizable rubric can be created using the RubiStar website at http://rubistar.4teachers.org.

Providing recognition when applied with a mastery-orientated approach and is perceived as sincere, while promoting self-determination and encouragement among students, can promote student engagement, and decrease behavioral problems (Pitler, Hubbell, & Kuhn, 2012).  Providing recognition must be done appropriately as not have a negative effect on intrinsic motivation. One recommendation are to promote a mastery-goal orientation that is to praise them as they are on their way to reach a goal. For example, if they are to read a chapter book on their own within a month, praise can be given after a few chapters of completion. Teachers can also provide praise that is specific with expected behaviors and behaviors.  They can also use concrete symbols of recognition (Pitler, Hubbell, & Kuhn, 2012).  The students in my class are signed up for Edmodo.  Edmodo (https://www.edmodo.com) is a safe, education friendly, social networking site that allows communication between students and the teacher. Within this website I can award badges for praise in various recognitions.  I can award a badge for students who help other students on their homework, ask good questions, or complete voluntary assignments within the site.

Repetition, one of the four key principals of behaviorism can be met through homework and practice. (Pitler, Hubbell, & Kuhn, 2012).  Having the students practice a skill or concept enhances their ability to reach the expected level of proficiency.  This can be done by designing homework assignments that support academic learning and provide feedback on assigned homework (Pitler, Hubbell, & Kuhn, 2012).  Practice is effective when students reactively required recall material through quizzes or self-assessment.  It is more effective when they are asked to practice more than one skill at a time.  Practice concepts should be identified and communicate the purpose of the activity.  It should be short, focused, and distributed over time and feedback should be given back in a timely manner (Pitler, Hubbell, & Kuhn, 2012). Practice could take on many different forms, not just in pencil and paper form.  A Jeopardy presentation can be created to present a series of review questions in a categorical format, or specific math skills can be practice on the internet with various mat websites.  XP Math (http://www.xpmath.com) is a mathematics website that is aligned with Common Core State Standards that my kids love. You can sort the games by topic or grade level to find the activity that meets their needs.

Students tend to work for things that bring them a positive feeling.  They change their behavior to satisfy the desires they learn to value.  Behaviorist technology, like tutorial websites and textbook activity support, has allowed students more access to activities that can adjust their behavior to match the needs of the desired behavior which allowed for frequent practice in varied context (Smith,1999)

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  Section: Multiple Intelligences and Learning StylesK

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://infed.org/mobi/the-behaviourist-orientation-to-learning/