Constructivism in Practice

Each week, I am introduced to new ways to make learning more fun and meaningful within the classroom. Although I was already familiar with project-based learning and learning by design, I have steered away from using this approach within my classroom. Although two of the classrooms within my school contain computers, the overall department lacks some basic resources. My students gain information because I give it to them; they do not have access to the Internet, a library, textbooks, and certain supplies. Not having access to these resources makes it difficult to execute these projects. However, after reading some of the ideas that were presented this week (and some did not use the internet), I am going to begin to incorporate this type of learning into my classroom once again.

The constructionist learning theory is based upon the idea that, “knowledge is actively constructed in the mind of the learner (Orey, 2001).” One way the learner constructs this knowledge is through hands-on experience. Hands-on experience includes the use of technology; a powerful tool when it comes to project-based learning. Technology makes the creation and execution of a project much easier than hand created projects. It also gives every student an equal opportunity to produce a project that reflects what it is they have learned.

There are many technology-based programs that enable students to design meaningful products that can be used as a learning tool for all students to benefit from. One tool that students can use to help them present their project is PowerPoint. I like using PowerPoint because it does not require the Internet and it can be designed to look like a Web quest. The ability to make PowerPoint interactive is also important because it targets multiple learning styles. In the DVD, Dr. Orey states that, “In constructionism, it is getting kids to build stuff (Laureate, 2008).” PowerPoint correlates with this theory because it involves students, “building some sort of artifact that they can reflect upon and share with others (Orey, 2001).

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

Over the years, technology has been used as a way for students to learn from rather than learning along with the technology. According to the cognitive learning theory, students learn through listening, watching, touching, reading, experiencing information and then processing and remembering the information. This week’s learning resources correlate with the principles of the cognitive learning theory, because each resource aligns with the senses and allows the students to develop a concrete understanding of the material being presented to them.

One resource that I feel fits into this theory is virtual field trips. Virtual field trips are a wonderful concept; especially for my students. Due to the location of my school (in a jail), I am not able to physically take my students to historical sites, or even outside for that matter. However, after I taught my lesson on the pyramids, we were able to go on a virtual field trip to Egypt and view them as if we were actually there. Since my students are predominately visual learners, this method of teaching is much more effective because it taps into their individual cognitive abilities. Additionally, by taking these field trips, the students are able to create an episodic memory of the event to reference in the future (Laureate, 2008).

This is a tool that I use frequently and I really think it brings life to a lesson. I hope that one day I will have the opportunity to travel the world and create my own virtual field trips that can be used as a part of a lesson. One day...

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

 

 

Behaviorism in Practice

As an educator, it is exciting to see the amount of time and effort people put forth in attempting to develop effective instructional strategies. I am sometimes overwhelmed by the number of strategies that are out there and wonder which works best, how it works, and why it works.  

This week, I have had the opportunity to read over several instructional strategies and examine how they correlate with the principles of the behaviorist learning theory. These strategies are designed to enhance student learning while having the students involved in the lesson. Each of these strategies makes great use of technology and guides students in achieving higher levels of performance both socially and academically.

The first strategy that correlates with the principles of the behaviorist learning theory is called reinforcing effort. This strategy requires students to keep track of the amount of effort they put towards their learning in a spreadsheet that then compares it to the frequency of how well they performed in relation to their effort. The students can then convert their spreadsheets to charts where they can view these connections. According to Dr. Orey, “Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, M.,  2001).” This correlates with the behaviorist theory because it shows the students that their performance and grades are a direct reflection of their effort and therefore reinforces positive behavior. 

Multimedia and web resources are two ways students can enhance their learning of a particular concept or skill. These are both meant to help students practice key concepts and skills while using multimedia to enhance learning. One of the most effective tools is provided through the use of teacher or student made PowerPoint games (Marzano, R, 2007, p194).  The games are created as a way for students to learn while having fun at the same time. Generally the games are an extension of the concepts being taught and are again used to reinforce concepts and skills.  One such web resources can be interactive web sites such as BrainPOP. Students are able to use the site to practice skill building and development.  These strategies also provide scaffolding that then helps the student understand the concept better. Additionally, students are able to work at their own pace while continuing to develop skills that best fit their needs.

There are many strategies out there that focus on enhancing learning, however, these strategies are meant to help students understand concepts through reinforcement. Although these resources designed to be used in the classroom, they have the flexibility of being used at home as well. What is good for the classroom can also be good for the home.

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

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