Constructivism and Constructionism in Practice

Teacher can experience constructivism and constructionism through the Constructing Modern Knowledge Conference, a learning adventure for creative educators.  Check out these videos from past conferences and the link for the 2011 conference. 

Construct Modern Knowledge Conference 2011, July 11-14

“Constructionism asserts that knowledge is not simply transmitted from teacher to student, but is actively constructed by the mind of the learner” (Thurmond, 1999) while constructivism says, “each individual actively constructs his/her own meaning” (Orey, 2010).  Students actively construct their own learning through generating and testing hypotheses.  Not only should students be able to construct these elements, they should be able to clearly communicate their reasoning behind these elements.  Teachers can assist students in generating their thinking through system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making.  Technology tools such as spreadsheet software, data collection tools, and internet resources enhance the students abilities to accomplish these higher level thinking skills.

Constuctivism: What Does it Look Like?  

“People learn best when they build an external artifact or something they can share with others” (Orey, 2010).  Artifacts such as an interactive spreadsheets can be used to “help students learn the content” of important classroom curriculum. Students are able to manipulate the data to then form patterns, predictions, and receive automatic feedback concerning their predictions.  Also, technology data collection tools allow students to collect data while predicting and seeing patterns in a larger picture.  Not only can they perform their own research, they can reach out to the greater community online to collaborate and share their research and findings.  Finally, web resources such as interactive platforms and simulations provide the students the opportunity to apply their background knowledge, to make decisions, test their ideas, and see possible outcomes.  These types of projects provide engaging environments bringing about important motivation for today’s student. “Project-Based Learning is a teaching and learning strategy that engages learners in complex activities” (Orey, 2001).  These types of learning adventures veer far from the traditional teaching methods, yet provide valuable learning experiences promoting a strong constructivism approach to learning (Pitler, et al).

Learn more through this webquest about constructivism in the classroom.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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


Thurmond, A. (1999) Constructivism and Constructionism.  Retrieved from: http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/
home.html


Clipart retrieved from: http://constructivism512.pbworks.com/w/page/16397300/Constructivism-Concept-Map

Cognitive Tools to Enhance Learning Experiences

Cognitive learning theories reflect a process of putting together new information within the context of existing knowledge.  In using instructional strategies that reflect the brain’s processing abilities, learners become aware of why and how they are thinking throughout the learning process. 

Take a moment to join a conversation with some interesting cognitive learning theorists:

As the brain inputs information into one’s memory it resides in short term memory until enough rehearsal allows it to transition into long term memory (Orey, 2010).  In our course text, chapter four presents how cues, questions, and advance organizers support student’s cognitive abilities to “retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Effective cues hint about the learning to come while questions provoke student’s thinking about prior experiences.  This information then becomes the framework to classify and structure the new learning.  Cognitive learning reflected in cues, questions, and advanced organizers allow students to organized their old and new ideas through words, graphics, or both.  Advanced organizers such as expository, narrative, or graphic organizers serve “as a kind of template or scaffold to help to organize knowledge and to structure it” (Novak, 7).  This powerful yet simple tool “facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new contexts, but also the retention of the knowledge for long periods of time” (Novak, 7).

  

The skills of summarizing and note taking discussed in chapter six of our text also correlates to cognitive learning theories. In teaching elementary school, I find note taking and summary skills are very difficult for my students as they are still learning what information can be deleted, substituted, or kept (Pitler, et al, 2007).  Fourth grade is a pivotal year for transitioning from concrete ideas to more abstract thinking.  Because most of their learning to this point has been easy to identify within a textbook or handouts, students struggle to put together ideas to develop their own understanding of a concept.  I find many are hesitant to trust their own intellect and instead want teacher approval for whether or not they are thinking correctly.  Summarizing skills come from the ability to effectively analyze how and what is necessary to delete, substitute, or keep.  My students are at the beginning stages of this developmental learning. 

Virtual field trips reflect an excellent instructional strategy that promotes cognitive learning.  Students’ “prior knowledge is important” (Smith, 1999).  Students who have not developed past experience to their current learning must find a way to develop a network of learning for helping connect future learning.  Virtual field trips allow students the opportunity to go where they cannot physically go and promote “episodic memories…a rich experience adding to a network of ideas” for a student’s learning (Orey, 2010).

Read about biology students at North Allegheny Intermediate High School traveling to a marine laboratory in Florida for 25 minutes and a teacher's quest in learning more about computer technology. 


More virtual field trip websites:

• A hotlist of virtual field trips
• Cost-free travel with virtual field trips

Continue your cognitive learning through an introductory video about Mayer’s Cognitive Theory of Multimedia.   

References:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD:Author.

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


Smith, M. K. (1999). The cognitive orientation to learning. In The encyclopedia of

            informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm

Behaviorist Learning Theory at Work in Today's Classroom

What does behaviorism in practice look like?  Is this an approach I should use in my classroom?  What technology can be useful in successfully applying behaviorism in my classroom? 

Video: Theories of Learning (Behaviorism: the first 2 ½ minutes)

What is the behaviorist learning theory? Behaviorism directly links with “observable and measureable aspects of human behavior (Orey, 2001).  Behavior results in “learned habits” that are studied to understand how these habits develop.  A major premise of behaviorism is that because behavior is learned, it can also be changed to reflect new behaviors.  The major way in which behavior can be changed is through the use of rewards and reinforcement.  “Advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones” (Orey, 2001). In observing student behavior, they typically will strive for behavior bringing positive feelings and approval from teachers and parents they look up to.  Over time, they learn to change their behavior to reflect what they have come to value.  Most of the time, students will steer away from choices that lead to undesirable outcomes and repeated perform behavior that developing habits when this behavior is repeated over and over.

“Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As a teacher reinforces effort, students begin to see the relationship between their effort and final achievements through a focus on their perspective and beliefs about learning.  Not all students view effort as important, but can learn this through tracking their efforts and achievements.  Spreadsheets and graphs in Microsoft Excel allow students to link their behavior with their effort.   As they develop the understanding of the necessary output of effort, they realize the need to change their behavior.  Survey results from online programs like Survey Monkey allow students and faculty to track the connections between effort and achievement. 

As a rule, homework should reinforce and deepen a students understanding of curriculum content allowing them to gain a proficiency within the practiced skills.  While homework amounts should vary among different age groups, one key element of successful homework practice is helping parents to realize the need for their minimum involvement.  As a student interacts many times with curriculum content, they develop a proficiency with this skill.  “Typically, students need about 24 practice sessions with a skill in order to achieve 80% competency (Pitler et al., 2007). Because students could possibly have errors in their work, teachers need to provide feedback so the correct behavior can be reinforced early in the learning process. 

In considering the technology I reviewed this week, I can see a definite niche for this type of teaching strategy. Drill and practice, remediation, and traditional tutorial programs have a certain place in today’s classroom. While they should not be the main focus of instruction, these types of computer based programs allow for automatic feedback allowing students to learn from their mistakes and errors in such a way that are prompted to repeat the skill until they have mastered it (Magliaro, 52). Several of these types of programs my school subscribes to can be found below.  I find these tools not only help reinforce the correct behavior, they also provide feedback through positive reinforcement.  One of the main reasons my school has chosen these tools is because they can be accessed at school or home.  Accounts have been set up for the school and/or each student that allows them the necessary practice sessions in Math, Science, Social Studies and Language Arts to achieve a necessary competency level. 

The behaviorist learning theory can be recognized by teaching approaches, strategies, and technology that help change behavior through reinforcement and rewards.  This strategy for learning and reinforcing learning can be found sprinkled throughout my classroom.  While this is not the only approach used, it is a vital tool that allows students to develop curriculum competency.  Here are just a few examples of technology I find useful in my class which apply behaviorism across our curriculum.

Study Island

BrainPop Jr.

DISCUS

Knowitall

Think Central

Explore this excellent blog: Examples of Behavior Analysis in Public Life.  Especially enjoy the story about the “Rat”hletes and how the power of positive reinforcement leads to some amazing results: Rat Basketball at COSI Science Center.  

References:

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

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

Rat Basketball at COSI Science Center. 15, February, 2008.  Online video.

Theories of Learning. March 29, 2009. Online video.

Reflections

As I finish my survey class of understanding the impact of technology on education, work, and society, this course has helped me develop my own professional technology skills. In the beginning of the class as I considered our checklist, many items I had to check rarely because of no clear skill level with which to implement the desired outcome.  While I had heard of wikis and podcasts I had never used them before.  Blogs I had used in my classroom, but had never created a professional one. After seeing the tremendous opportunities in using wikis and podcasts, I see many wonderful ways to incorporate them not only in my classroom, but also my professional life (Richardson, 2010).  I have already approached my principal and started building a school wiki, and have also begun one to share professional curriculum and ideas with teachers I work with.  My class has also begun sharing of ideas about math and science through their own wiki. Last week we created podcasts on severe weather which the students loved doing.  In going back to our class checklist, I have developed a skill set which will now allow me to move from “rarely” to “sometimes and often.” I see great potential in my classroom and professional life for these 21^st century skills and tools!

In taking this class, I have deepened my knowledge about teaching and the learning process in a few ways.  First, I realized how vital my role is in helping my students develop and utilize their real world skills through the use of 21^st century skills.  I can no longer use old teaching techniques if I am to accomplish this goal (Levy, 2006.).  Also, through this class, I have developed an urgency for quickly becoming technology savy and continually develop these skills.  How can I begin to introduce and utilize these tools if I don’t first have a basic understanding of how and when these tools can be used and integrated into the classroom.  Finally, I do not have to know everything about technology tools and programs to be implementing them.  As the facilitator of knowledge within my class, I can allow other students to share their learning and understanding as “voices of authority” on technology tools (Dede, 2010).  This is an uneasy ground for some teachers to stand on, allowing students to become the drivers of information and learning, but as I’ve learned through this course, I have to be ready for a broader curriculum, and facilitate my student to using skills that will enable them to succeed in their future jobs.

I plan to continue to expanding my learning, teaching, and leading with technology with the aim of increasing student achievement through challenging myself to explore new technology tools.  As I am able to do this, I will create a comfort level allowing a natural ease with these tools to flow into my students learning and achievement (Keengwe, 2008). Also, I am learning the technology leaders to follow, read about, and where to get help as I strive to continue learning. 

A couple long-term goals will help transform my classroom environment and guide me through overcoming roadblock for these goals.  First, completing grants in the hopes of obtaining technology tools for my classroom.  These tools will then support the implementation of technology throughout my curriculum.  Second, I want to observe other classrooms that creatively I will accomplish these goals by researching the tools I would like to have, developing creative ideas for how these tools will increase learning in my classroom. As these two goals are implemented then I will have a great start of developing curriculum that truly highlights 21^st century skills. 

References:

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. In The Changing WorkEnvironment Part II. Baltimore: Author.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.

Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Technology in Action ~ Podcasting

This week, I spent time understanding the demographics of my classroom relating to technology usage, interaction and hardware available.





References:
Dede, C. and Thornburg, D. (2010). “Today’s students”. [DVD]. Laureate Education, Inc. Unknown.
Thornburg,D. and Davidson, H. (2010). Debate: Digital Natives vs. Digital Immigrants? [video] Laureate Education.

Partnership for 21st Century Skills Website

This site bring a wealth of knowledge to teacher of this century.  From tools and resources to summit information and state initiatives, this websites strives to put the information at your fingertips on developing these necessary skills. I found the P21 State Implementation Guides very pertinent information for each teacher to assess his/her implementation of 21st century skills.  In reading through the state initiatives,  I was initially surprised there were only 15 out of 50 states currently involved, but as I read further I realized these states had to demonstrate a commitment  to the 3 R's and 4 C's (critical thinking and problem solving, communication, collaboration, and creativity and innovation) through the key leadership positions of the state officials.  As I read through these guidelines, I automatically thought of the videos I watch with Dr. David Thornburg, and Dr. Chris Dede in this week's videos.  I was then greatly concerned that our nation only has 30% of its states willing to commit to these valuable skills...we've got a long way to go!!!  As I read through the self assessment tool, I would not have even considered my school, a beginning technology magnet school, only in the very early stages of the requirements necessary.  As a contemporary educator, I have to do my part of reading, preparing, training myself in these necessary skills before I can then teach them to my students.  Local, state, and national leaders must step up to the plate and show the leadership and financial support to bring our schools into the 21st century style of learning.


Resources:

Partnership for 21st Century Skills. (2010). Partnership for 21st Century Skills. Retrieved September 28, 2010, from http://www.p21.org

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. Technology Interfaces. Baltimore: Author.
Thornburg, D. (2010). "Skills for the 21st Century" [Video file]. Laureate Education. Unknown.

Tearin' up the phone system!!!

Can you believe it...my students are rip-roaring down the phone lines of technology to complete their homework assignment in skip counting.  This week I implemented Google voice which allows our class to have a phone number/voicemail through Google.  I can forward all calls directly to the voice mail or to my cellphone if I wanted to talk with students/parents.  Parents and students can call me (without having access to my cellphone number) and leave messages or information accomplishing their homework assignments.

The beauty of this technology is EVERYONE has a phone, and completing assignments outside of class become easy to track.  Also, I can save these voicemails as mp3 files and use them in podcasts or presentations.

What I love about this type of assignment is students are accomplishing something at home that I don't have time to cover in class.  One of the most frustrating times I have as a Math teachers is dealing with students who don't know their basic math facts.  With my new Google voicemail, I set the assignment for practicing skip counting by a certain number.  They study, call in and try beat a certain time limit I set.  After a couple days of practice, those who accomplished the task within the certain time receive a special privilege or prize  .  Next week, we're searching for answers about severe weather in our textbook, and the first five callers with the correct answers from their reading, win a Skype call with their 2nd Grade buddy!

Sounds a little like bribery right?  Well, I choose to consider it training for intrinsic motivation, and preparation for 21st Century technology.  In considering the perspective of what I've been learning this week, I see this type of activity as a way of training students in motivation, how to figure out answers, distributed thinking, decision making and complex communication.  These are all ideas discussed by Dr. David Thornburg and Dr. Chris Dede in the videos, "The Changing Work Environment." As I prepare my students for this type of work force, any budding skills started now will blossom into viable competing skills for a globally competitive work force.



Thornburg, D. (2010). “The Changing Work Environment: Part 1” [Video file]. Laureate Education. Unknown.

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. In The Changing Work Environment Part II. Baltimore: Author.