Constructionism in Today's Classroom

      Chapter 11 of the text Using Technology with Classroom Instruction That Works discusses how to enhance student’s critical thinking and problem solving skills through generating and testing hypotheses.  While traditionally this type of investigation has been used primarily in science classes, the authors of this text clearly demonstrate that this form of instruction can be used across content.  Pitler, Hubbell, Kuhn, and Malenoski state that there are six activities that teachers can incorporate into their instruction that will enhance students abilities to research and solve problems:

1.     Systems Analysis – Students engage in analyzing a system in order to make predictions about how it would change if parts of it were altered or removed.

2.     Problem Solving – Students look at potential solutions to a problem

3.     Historical Investigation – Students analyze a historical event to make educated guesses about the events that transpired

4.     Invention – Students create something to fulfill a pre-determined need

5.     Experimental Inquiry – Students make observations, generate a hypothesis, then design an experiment to test their hypothesis

6.     Decision Making – Students are actively involved in looking at various solutions to a problem in order to come up with the most logical decision

(Pitler, Hubbell, Kuhn, Malenoski, 2007)

Each one of these activities all employ elements of the constructionist theory

in that they encourage students to be actively engaged and construct an artifact/product to demonstrate their understanding.  I have found that when I have used this type of constructionist approach in my classroom, motivation and engagement skyrockets and I am often surprised at the creativity and quality of work that is produced by my students. 

            For the last three years I have had my students participate in The Great Water Challenge.  Within this unit students learn about the global water crisis, water quality, and local history.  At the beginning of the unit students research water quality and identify how humans and the development of cities have impacted water quality over time.  During their research students also identify the three largest point and non-point source polluters in our state and analyze current actions being taken to help limit this pollution.  While students are researching water pollution, they are also learning about the settlement and development of our own watershed.  Students then build a 3-model of our local watershed and make predictions about water quality based on when/where humans have settled and how industries have historically utilized our watershed.  Students use their 3-d models to identify potential problems, and then we bring in various community members and non-profit organizations to speak with us about the realities of our of the water quality in our local water sources. 

            When students have gathered their information and have a good understanding how/why water pollution is a problem, they are then responsible for creating a public service announcement to educate our local community about how people in our community can limit and/or prevent water pollution.  I find this activity to be highly engaging for students and many of them were very proud when their public service announcement was shared on our cities’ website.  Each year I have done this project, I have made multiple changes to improve student productively and quality of research.  I have found that technology has been a great motivator for many students and has allowed us to analyze and synthesize information from various resources.  This type of constructionist project takes a lot of time, but I believe that the providing students with the opportunity to engage in an authentic learning experience is definitely worth the time. 

            I have also had students create a variety of movies in my classroom.  The main tool I have used is a free program found at www.animoto.com. There is a free version that allows users to create 30 second videos and there is a free educator upgrade that allows teachers and 50 of their students to created videos of unlimited length. I have used this program to provide students with a medium in which they can using text, images and audio to demonstrate their knowledge of a particular concept we learning in the classroom.  I was excited to see the simulation software links at the end of Chapter 11 in the text Using Technology with Classroom Instruction That Works, and look forward to exploring these site to see how I can incorporate them into my classroom. (Pitler et al., 2007)

            I believe that elements of the constructionist theory have strong implications for the classroom, and can produce a quality learning experience for students.  Dr. Orey states that “people learn best when they build an external artifact or something they can share with others.” (Laureate Education, Inc., 2011).  While I think many educators shy away from this type of activity due to pressures of mandated tests and lack of time, research has shown that many students who have participated in these lessons/activities performed at standard or above standard compared to students taught in a traditional format.  “Those students using simulation software not only recorded higher test scores but also – and perhaps more important – showed overwhelming enthusiasm while learning the material.” (Pitler et al., 2007, pg 214). 

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [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

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

Cognitive Theory in Today's Classroom

Cognitive Theory in Today’s Classroom

            The information provided in the chapters “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” in the book Using Technology with Classroom Instruction that Works, clearly illustrate how to integrate principles of the cognitive learning theory into the classroom environment. (Pitler, Hubbell, Kuhn, Malenoski, 2007)  Each strategy mentioned in these two chapters is focused around how to teach students to organize new information in a way that can be readily recalled when needed. 

            One of the components of the cognitive theory is that students need to create networks of information in order to retain new knowledge in their long term memories.  To aid in this process teachers can use cues, questions, and advanced organizers.  To ensure students understand critical content,  it is important that teachers clearly define objectives by presenting students with essential and guiding questions to facilitate new learning.   Once students have a clear vision of what is expected of them, Pitler, Hubbell, Kuhn, and Malenoski suggest that teachers create cues and advanced organizers to help students make connections to previous knowledge in order to create a foundation in which students can build new understandings. (Pitler et al., 2007)

            Before each unit I present my students with a graphic organizer (created in Power Point) that communicates the essential question(s) that will lead us through the unit and previews what we will be learning.  Throughout the course of the unit the class uses this advanced organizer to take notes on critical concepts.  It is through this organizer that students can visualize how the information we are learning is connected.  By helping students organize new information and creating connections with new and previous knowledge, these advanced organizers promote retention and recall of new knowledge. 

            Another component of the cognitive theory is Allan Paivio’s Dual Coding Hypothesis.  According to Dr. Orey in the video Cognitive learning theory, students’ ability to retain new knowledge increases significantly when students are presented with information using multiple modalities. (Laureate Education, Inc., 2011) Technology can aid in this process by allowing students to see, hear, and interact with content.  Pitler, Hubbell, Kuhn, and Malenoski suggest using concept mapping software to show how ideas are connected, but to also incorporate pictures, maps, and sounds.   By encouraging students to work with new information in a variety of ways,  it will strengthen connections within the brain and enhance the transfer of the information to the long term memory. (Pitler et al., 2007)

            The authors of Using Technology with Classroom Instruction That Works, also suggest using concept maps for note taking and summarizing in the classroom.  Chapter 6 of this text provides six summary frames, each designed to be used by the classroom teacher as well as the students.  Each frame is “designed to highlight the critical elements of specific kind of information and texts.”  (Pitler et al., 2007, p.  125)  Using a concept mapping program along with these summary frames allows students to identity critical information, organize that information, and visually see how the information is connected.  These strategies would be extremely helpful in the classroom as a means of providing instruction using multiple modalities, as well as building strong connections with new information.  These frames also help teachers and students elaborate on new information by drawing lines between concepts/ideas and incorporating visuals to represent critical concepts. 

            I have used Inspiration to produce various concept maps with my students.  This program has a variety of predesigned templates for teachers and students to use when learning new content.  While I have had students use this program individually, I primarily use this tool to facilitate class discussions, review information, and create note taking sheets.  Student enjoy using this program to see how their shared comments/ideas are related to new content as well as each other’s ideas.  When I ask students to reflect on that day/week’s lesson, I will often export our class brainstorming into a word document that students can use as an outline for their writing. 

            The Cognitive Theory also supports the use of various multimedia tools in the classroom.  Power Point, video software, and Web 2.0 tools can all be utilized to enhance connections to new content, and to also provide an avenue for students to demonstrate their new understandings in a variety of ways.  As a culminating project in my social studies class, I have students create a 1 minute public service announcement using iMovie, Animoto (www.animoto.com), or x-tranormal (www.xtranormal.com).  When students create their public service announcements they have to decide upon a theme, write a script, and find visuals to include within their presentation.  This project requires that students understand major themes and concepts, identify critical content, and communicate their ideas in a clear and effective way.  I have been impressed with the quality of learning that takes place during these lessons, as well as the motivation and engagement of the students.  I believe that students’ success on this project comes from being fully involved with content and having opportunities to inactive with new information in a variety of ways.   

           

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

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

Behavioralism in Today's Classroom

Integrating the Behavioralist Theory in the Classroom

According to the author’s of Using Technology with Classroom Instruction that Works, “Mastering a skill or process requires a fair amount of focused practice.” Robert Marzano goes further to state that, “Typically students need about 24 practice sessions with a skill in order to achieve 80-percent competency.”  Based on these findings Pitter, Hubbell, Kuhn, and Malenoski recommend that teachers assign practice to focus on “specific elements of a complex skill or process,” and plan time for students to incorporate these skill sets in their larger schema. (Pitter, Hubbell, Kuhn, Malenoski, 2007, p. 188) (Pitter et al., 2007, p.  188) While providing clear and specific instruction and practice is essential for mastery of new skills, all researchers referenced above, agree that in order to ensure that student practice is being utilized in an effective way, teachers need to provide feedback as quickly as possible. 

These ideas of assigning homework and/or additional practice with teacher feedback falls under the behavioralist theory of operant conditioning.  According to researcher Edward L. Thorndike,  students’ “responses (or behaviors) are strengthened or weakened by the consequences of behavior.”  (Smith, 1999)  Therefore if a student receives positive feedback on their classroom performance, they will be more likely to repeat the behavior.  According to the principles of the behavioralist theory, if a teacher can review practice and homework assignments and provide positive or negative feedback,  the chances of a student eventually demonstrating proficiency in the skill over time will increase. 

While providing immediate feedback to individual students is important to help guide the learning process, it is not always feasible in today’s classrooms.  Many teachers within my building work with over 100 students a day.  Because of the sheer number of students passing through our doors, it is important that educators plan activities and lessons where students can chart their own progress and/or use peer evaluations to check for proficiency.  Chapter 8 of the book Using Technology with Classroom Instruction that Works, describes how two teachers use spreadsheets for students to track their weekly effort and grades on tests and quizzes.  Students in both classes found that when they worked harder in class and on homework assignments, their grades on tests and quizzes increased.  (Pitter, et. al., 2007) This activity helped students in each class see the positive correlation between effort in the classroom and overall grades in the class.  Both teachers employed James Hartley’s behavioralists theory approach in that they had their students actively involved in the learning process and created clearly defined rubrics upon which students could assess their efforts in the classroom.  (Smith, M.K., 1999)  Activities such as these help students receive instant feedback on their efforts in the classroom and while they may be extrinsically motivated to work hard (by getting good grades in the class), they are building the understanding that they have control over their learning which will aid in success and enhanced intrinsic motivation in the future. 

Another example of the behavioralist theory described in the book Using Technology with Classroom Instruction that Works, is providing positive recognition for those who are working hard in school.  The authors use the example of an elementary school creating a bulletin board in front of the school to recognize students in a positive way.  The authors then provide an example of how this positive recognition could be taken one step further by creating a space on the school website to acknowledge student participation and effort in the classroom. (Pitter et al., 2007, p.  188)  I believe these bulletin boards would serve as a positive reinforcement for students who exhibit good behavior and would act as a motivator for those striving for the same recognition.   While intrinsic motivation is ideal for students, there are times when positive recognition and feedback can enhance student success and motivate them to continue making good choices. 

While the term “behavioralist theory” has seem to fall our of favor in the educational world, I believe the examples shared within this week’s resources show how this philosophy can be successfully integrated within our schools.  Behavioralism is not all about “drill and kill,” but about creating a system where students have opportunities to practice various skills/strategies and learn from the consequences of their actions.  While some may view the term “consequence” as a negative, I don’t believe that it has to be.  Consequences are the results of our actions; sometime they are positive and sometimes they are negative.  It is up to the individual to decide how they will learn from these consequences to either continue positive or negative reinforcements. 

References:

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

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