Strategies that Correlate with Constructivist/Constructionist Learning Theories

Constructivism consists of each person developing an understanding of things based on their personal prior knowledge. Construtionism is the idea that people learn best when they have first hand experiences and are able to fit information into what they already know (Laureate Education, Inc., 2008).

Students can have first hand experiences in many different ways by generating and testing hypotheses. "When students generate and test hypotheses, they are engaging in complex mental process, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). When students are creating and testing hypotheses they are considering a question and making a prediction based on what they already know. Therefore, students can make very diverse predictions that would be unique to each of them. Also, when testing the hypotheses, the students are finding out for themselves if their prediction is correct or not, creating a first hand experience.

Problem based learning tools can be effectively incorporated into the above types of learning experiences. Teachers can use project based learning tools to explore their experiments, to inform others of their experiments, and/or to get others involved. I found many helpful websites when exploring problem based learning tools.

The first website I found is a site for teachers to create a checklist when using a problem based learning tool.

The Learning Box website has interactive internet activities, children's stories and multimedia units, and problem solving software available.

Monsters 2009 is a project made by a variety of teachers and students from all over the world. This is a neat idea!!

Think Quest is a website that schools can join for free and then use to create classroom projects.


References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. 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.

Cognitivism in Practice

The learning resources this week explored implementing concept mapping and virtual field trips into the classroom. David Ausubel had a variety of ideas that led to his beliefs in learning which focused on cognitive psychology. "The fundamental idea in Ausubel's cognitive psychology is that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner" (Novak & Canas, 2008, p. 3). Concept maps and virtual field trips allow learners to create and organize these connections.

Meaningful learning is required in order for understanding and retention to take place. Concept maps are considered graphic organizers to aid students in understanding information. When the students have a tool to structure the links between what they already know and the new information they are being exposed to, the students are being given the chance to discover personal connections. The learning is made meaningful by making it personal. Mind maps are another type of concept map that can be used to understand a topic and how that topic fits with prior knowledge. The following article discusses why mind maps are useful and gives simple directions on how to make mind maps, including tips on how to improve your mind map.

Mind Maps, Note Taking Skills, and Techniques

A virtual field trip is a terrific tool for discovery learning. First, give the students a topic to explore and a few questions to focus their explorations. Then, take the students to the computer lab and give them access to a virtual field trip site. Finally, let the learning begin. This is a hands-on, concrete experience for the students to take part in.

Great Virtual Field Trip Site

Both concept maps and virtual field trips can increase motivation for students to take control of their own learning. Engagement also increases because the students are using new, unique tools that allow them to make their own connections and learning experiences.

References:

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

How Reinforcing Effort and Homework Correlate with Behaviorism

Behaviorism deals with how students react to reinforcement and consequences within the classroom. Behavior must be managed for effective learning to take place. Technology can be integrated into all activities, including reinforcing effort and homework, to increase engagement and oftentimes improve behavior.

"Effort is the most important factor in achievement" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). Teachers need to take the time to help students understand the importance of putting forth their best effort into each classroom activity. One of the best ways to create this understanding is to teach the students to keep track of their effort and achievement for a period of time. When the students improve their effort and are able to see an increase in their achievement as a result of this, they are being positively reinforced. Students take more responsibility for their successes and failures.

Homework is an opportunity to provide extra practice and support for a skill the student has already been taught. A homework policy must be established within the behavior plan. There must be rewards for completing all homework and doing it well along with consequences for not choosing to complete the homework or doing it poorly. Homework must have a clear purpose and not simply be busy work (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The following website discusses the necessity of homework and how to make assignments purposeful.

When Homework Becomes Busy Work

Reinforcing effort and having a homework policy correlates directly with behaviorism. Through instruction, effort can be understood and enhanced by the students. Both effort and homework will create responsibility within the students which will improve the overall attitude and behavior within a classroom.

References:

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