Constructivism in Practice

This week’s resources focused on constructivism and constructionism and how teachers can use these ideas and theories in the classroom. Constructivism is a theory of knowledge that each person actively constructs his/her own meaning and constructionism is a theory of learning that people learn best when they build an external artifact that can be shared (Laureate Education, Inc., 2011).

This week’s resources reminded and reaffirmed to me that learning must be engaging and allow to be actively involved in the learning process. In thinking about constructionism in the classroom, I believe that the best way to use these approaches is by truly having a student focused class where the student in directing and leading the learning process and the teacher is guiding or facilitating the learning.

Technology can be used to help student learn and construct their own knowledge. Pitler, Hubbell, Kuhn, and Malenoski (2007) states that using spreadsheet software, data collection tools, and Web resources is a good way to use technology to help students generate and test hypotheses.  I believe that these tools are great ways for students to gather information, assimilate and accommodate knowledge and develop artifacts of learning.

As a kindergarten teacher, I believe that the above described tools are for students in grades fifth and beyond. I believe that my students can start small with online programs such as Explore Learning, which allows students to develop and test hypothesis using interactive software known as gizmos. As a class, we have used these gizmos to explore many math and science concepts such as comparing sets, additions, and plants and their needs.

I believe that my students could also use simple technology programs such as Microsoft Publisher or PowerPoint, to create artifacts of their learning.  These programs would allow my students to write simple sentences about concepts or ideas learned in class and add clipart to their work.

What other ways can I use technology to use the

 ideas of constructivism?

 

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.

Cognitivism in Practice

I believe that the instructional strategies that were described in this week align with the principles and ideas of cognitive learning theory.  Cognitivist ideas are based on the idea that learning is a process in which “information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy, & McDonald, 2008, p. 16). The instructional strategies that are described help students to organize, synthesis, and apply their learning. Pitler, Hubbell, Kuhn, and Malenoski  (2007) stated that advance organizers, concept mapping, note-taking and summarizing tools help students to organize and make sense of presented information.  In the video, Dr. Michael Orey mentioned that these theories  focus on learning that allow students to make connections through presented information (Laureate Education, Inc., 2011).  Virtual field trip websites and Google Earth are examples of websites that help students to make connections about information they are learning.

In my own classroom, I use many of these strategies to teach for understanding. I use Lino and more often, Primary Wall as advance organizers in science and social studies concepts. With these online resources, teachers and students can use online sticky notes to collaborate and share ideas, pictures, or links about a specific topic. As a class, we use these sticky notes to group similar ideas and concepts and organize or thoughts about a particular concept.  Pitler, Hubbell, Kuhn, and Malenoski  (2007) affirmed advance organizers are structures that teachers provide to students before a learning activity to help them classify and make sense of the content they’ll encounter” (p. 73).

Also, I used Google Earth to teach my students about map skills, their community and neighborhood and other social studies standards that relate to understanding themselves (i.e. learning their state, county, capital city, and address). This tool is powerful with helping my students see themselves as part of a bigger world around them. Since using these tools for the past two years, my students are able to remember more about these critical social studies concepts.

 What are some instructional strategies or technology tools that you use in your own classroom that align with cognitivism?

 

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

Lever-Duffy, J., & McDonald, J. (2008).Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.

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.

Behaviorism in Practice

In today’s classroom, behaviorism is everywhere.

In my own classroom, I use a color clip chart to manage behaviors, online and software programs to practice math and reading skills taught, I explicitly teach reading and phonics skills. All these are examples of behaviorism in the classroom. I believe many of you can concor that you use similar methods or procedures in your classroom.

Pitler, Hubbell, Kuhn, and Malenoski’s (2007) chapters on reinforcing effort and homework and practice discusses many technology tools that teachers can use and integrate technology in the classroom. In Chapter 8, Reinforcing Effort, the authors suggests using technology to help students monitor and become aware of their own effort or self-efficacy (p. 156). This instructional strategy is directly align to the beliefs of behaviorist. This strategy allow students to become aware of their own behaviors and how it impacts grades or achievement. This is directly aligned to behaviorist beliefs of response to external stimuli.  Lever-Duffy and McDonald (2008) affirms “behaviorists….view all behavior as a response to external stimuli” (p. 15).

My question to my readers is how can I use technology with my kindergarteners to help them become aware of  effort or is this idea too young for them?

In Chapter 10 of Using technology with Instruction that Works, the authors discusses how technology can be used in homework and practice. In regards to technology and behaviorism, I believe that the technology software and online resources that allows for explicit practice of key skills and content taught helps students to practice skills and work with others to learn needed foundational skills. However, this type of programmed online instructional programs such not be the source and only technology integration used in the classroom. I believe that teachers must find a balance between allowing students to practice needed skills and learning through collaborative experiences that uses technology tools for research, exploration, and learning. “Technology facilitates…practice by providing a wealth of resources for learning…making easy for students to work on collaborative …assignments and providing ‘drill and practice’ resources that help students refine their skills” (Pitler, Hubbell, Kuhn, & Malenoski, p. 189, 2007). 

Some Behaviorism-based programs that I currently use are listed below. What are some others that you use in your own school or classroom?
ABC Mouse
ABCya

Renaissance Learning Products (Accelerated Reader, Star Reading, Star Math)  

Fun Brain

 

I believe as we prepare students for tomorrow, we will continue to use behaviorism in the classroom to help with operant conditioning of students in regards to classroom and behavior management and using programmed instruction that includes online and software programs.

 

 

References

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

 

Happy New Year

Happy New Year!!!

This year brings with it new beginnings and a new start. I am excited about what this year is going to bring in all aspects to my life. 

My focus this year is to incorporate more technology activities into my lessons. Through my pursuit of my graduate certificate in integrating technology, I believe this goal is in reach.

My students are working on being more independent and becoming stronger readers. My students are striving to become ready for first grade.