Constructionist Learning Theory
The constructionist learning theory is built upon the premise that learners stay motivated to learn, and show an understanding of material by creating something. By structuring a learning environment this way, students have a chance to explore what meaning and gain information on their own or with assistance. The approach is much different than a traditional teacher-centered model. By allowing the students to experience the learning, they are more prone to understanding the material rather than memorizing it. An instructional strategy that embeds technology and uses a constructionist approach is generating and testing hypothesis. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when generating and testing hypotheses, learners are engaging in complex mental processes, applying knowledge and increasing their general understanding of the content.

Generating and testing hypotheses is closely aligned to the constructionist approach to education. According to Pitler, Hubbell, Kuhn & Malenoski (2007), the six ways to help generate and test hypotheses is through system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. Each of the methods discussed promotes student exploration and creation. Learners are responsible for discovering information and building meaning for themselves and for collaboration.

To apply this strategy in the classroom, I could see students creating a concept map to gather information about specific questions regarding the Revolutionary War. Students could participate in a historical investigation and explore why certain figures such as Benedict Arnold acted the way they did. I could also use an online KWL chart to gather student knowledge and make connections for students. The chart could be completed as the unit progresses. Overall, generating and testing hypothesis is useful across curriculum and could be used in almost any content area (Pitler, Hubbell, Kuhn & Malenoski, 2007).

References

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

Cognitivism in Practice

The cognitive learning theory revolves around how information is processed through different sections of the brain (Laureate Education Inc., 2010). As a special education teacher, I feel it is especially important to understand how information is processed and how to best reach each individual student. Many students have difficulty retaining information, and others commit the information to short-term memory and forget it after the test. Our job as teachers is to deliver instruction so students can internalize the information presented, giving them a collection of information to draw from in the future. A proven way to allow information to reach long-term memory is to provide a multisensory approach (Laureate Education Inc., 2010).

There are a number of instructional strategies that aid in the retention of information in long-term memory. One such strategy is cues, questions, and advance organizers. Each part of the instructional strategy can be clearly defined. Cues refer to any reminders or hints that students receive regarding what they are about to experience. Questions are similar to cues and help students trigger their memories and access prior knowledge. Advance organizers are what teachers present to students before a learning activity to help them categorize and make sense of the information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When thinking about incorporating technology into these instructional strategies, a useful tool seems to be the concept map. Students are able to look at essential questions or larger topics and organize information in an easy manner. Students can even create their own visuals to show how pieces of information are connected to an overarching theme or belief. Putting all the information together on a concept map shows connections, cause and effect, and other important concepts.

Another useful instructional strategy is summarizing and note taking. This strategy focuses on the ability to take larger chunks of information and synthesize, or boil it down into a concise package (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Summarizing is something that people are required to do in almost every facet of life. Reading books, watching movies, attending trainings, or recalling what has happened in the past requires summarizing. Being able to analyze information and determine what is not just interesting, but most important is crucial.  Many elementary students struggle with the ability to take notes, and tend to copy too much information. For elementary students who are just learning how to summarize and take notes, I feel that the Word AutoSummarize tool is beneficial. This tool takes a selection of text and provides a summary in different formats (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using this tool can give students the ability to check and see if what they think is the main point of a passage is correct. Giving students the opportunity to highlight or summarize on their own and check with the AutoSummarize tool provides scaffolding and instant feedback.

I feel that both instructional strategies discussed are helpful. Summarizing and note taking and cues, questions and advanced organizers both provide students with support and skills necessary to become successful in education and life in general. Although I use both strategies in my class, I have not incorporated either of the technology components discussed to date. I look forward to using the tools discussed and bringing a more meaningful multisensory approach to the classroom.

 

    References

 

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theories. Baltimore: Author.

 

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

Behaviorism in Practice

Teachers often need to perform duties that are outside of the written job description. Every child is unique, and in turn requires individualized attention and instruction. Teachers need to determine how to most efficiently get the information across to the students so they can process, internalize, and eventually pass on the information. Behaviorism is defined as a way to learn through the reinforcement of positive behaviors and the ignoring or punishment of unwanted behaviors (Smith, 1999). Teachers must be prepared to employ both strategies in the best interest of all students. Although I personally feel that it is best to reinforce positive behaviors most of the time, there are occasions where punishment or ignoring is necessary.

I personally find myself using positive reinforcement more frequently. My school has been self-sustaining a school-wide behavioral program for the past 6 years. The program was created at The University of Medicine and Dentistry of New Jersey, and is called Positive Behavioral Support In Schools or P.B.S.I.S. The program required extensive research on the school community, environment, building, and current behavior management systems. The program offers students a chance to get “caught” doing good deeds throughout the school day for a chance to earn a ticket. The tickets are then put into a raffle or drawing where the students can then win a bigger weekly prize. Again tickets are combined into a larger pool where monthly and yearly prizes are drawn. Students are very receptive to the program and always looking to earn tickets. The program also uses other behavioral plans to address the children who seem to have the most trouble following rules. Sometimes it can result in punishment. Whether it is to internalize information that is academic or social, methods such as drill and practice, remediation and small group direct instruction definitely have a place in education. Being that I am a teacher of students with disabilities, these strategies are used in my classroom daily. Although the goal is to eventually remove the scaffolding, some students will require these strategies for the rest of their lives. The district also requires that objectives are posted for each lesson, therefore making it clear to the students what the expectations are.

Although some students have difficulty with academics, they can achieve points and positive reinforcement through effort. Reinforcing Effort is a way of helping children understand the relationship between effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students who are not always accurate with academics can still feel successful. My school has installed Promethean Boards in each classroom, which allows me to post student effort and classroom behavioral charts on the board. I usually have a teacher vs. students tally on the board and printed up individual plans on student desks if necessary.

Instructional technology definitely has a place in today’s classroom. Almost every career path today involves the use of technology in some capacity. Our job as educators is to expose children to real life situations and prepare them for the real world. This can be done through homework and practice, which gives students a chance to review and apply what they have learned (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The Internet gives teachers and students endless possibilities on how to apply and enhance what they learned. It also offers repetition, and serves as a reward because the children love to use technology. 

As an educator, it is very important to understand the needs of our students. The Behaviorist Learning Theory allows teachers the opportunity to establish routines that have rewards and consequences for students. In addition, the strategies that are implemented in the classroom are equally important. Recognizing how strategies and learning theories are interconnected will enhance the learning within the classroom environment.

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