Constructivist Theory and Constructionism as a Tool for Today's Educator

            As teachers, we are constantly searching for the methods that will create a learning experience that triggers long term understanding.  As we have learned throughout this course, there are a number of tactics teachers can use.  This week the course focused on the use of constructivist and constructionist learning theories.

            Dr. Orey points out that constructivist learning theory is based of the idea that, “each individual actively constructs his/her own meaning” (Laureate, 2010).  This is usually created through experiences that students have had prior to the lesson.  He also discussed constructionist learning which is the belief that people learn best when they build an external artifact or something they can share with others” (Laureate, 2010).  Broken down, constructionist theory basically states that if individuals are able to create their own understanding, the learning experiences becomes much more effective.

            One example of how students construct their understanding of content in which they create a PowerPoint presentation (Laureate, 2010).  By allowing students to manipulate the content and organize it in a manner that works for them, students are able to create a final artifact that displays understanding and can also be used to help others their age understand.  As the students match pictures with content, not only are they constructing a final artifact, but they are also using dual coding to help solidify the content.  I personally believe this is a great idea.  Instead of just filling the student’s heads with knowledge, they manipulate the material and make connections based on the individuals learning.  I feel like this is a great way for all students to master the same material.  Its not just notes and regurgitate the information, with constructionist thought we now ask them to chew the information taste the information and really process and make sense of the information we are giving them.  Upon completing the project, they have something to show for their learning.

            This week the resources really focus on the student’s role in their own learning.  Through constructivist and constructionist learning, students have the opportunity to manipulate content, organize it, and create a learning experience that is driven by their effort and diligence.   That is what constructionist theory is all about, the students learn by the connections and artifacts that they create instead of being spoon fed facts that they are just supposed to remember.  I can certainly say that my approach will change a bit as I tend to be a teacher-centered educator.  After digging into this weeks material, I see that sometimes the best learning comes when students discover and create understanding on their own.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and
constructivist learning theories.   Baltimore: Laureate Media.

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

The Cognitive Learning Theory in Action

This week’s learning resources offered great insight into the use of Cognitive Learning Theory as educators.   I found that in my classroom; practice many of the component pieces of the CLT without even knowing that I am doing it.  Those components are limited short term/ working memory, elaboration, dual coding hypothesis, and network model of memory” (Laureate Education, 2010).  Dr. Orey points out that use and understanding of these methods are great ways to teach students and provide a deeper understanding.

Dr. Orey discusses the idea of network memory in which each idea is connected to another.    He also mentions that concept mapping replicates the network model of learning.  I liked the idea of using Inspiration software as a mapping tool.  In college I became familiar with the software and really enjoyed using it, but I have not utilized it as a teacher.  I feel that allowing kids to visualize the connections that should be made internally is a founded way to create lasting learning.  I have created hard copies of concept maps, but the software will really allow students to make the connections in a manner that make sense individually instead of a map created by me.   

Inspiration also allows students to use dual coding.  It is noted that people can remember pictures much better than text Laureate Education, 2010).  The visualization created by the advanced organizers will serve to create strong learning connections.  Another strategy for instruction through CLTs is through the use of media (Pittler, Hubbell, Kuhn, & Malenoski, 2007).   I use a lot of PowerPoint in my instruction and with those slides I include tons of pictures weather it is the Holocaust or Vietnam, pictures accompany notes to paint a picture of what it was really like during those time periods.  This serves to create a more complete picture of events in the past. 

The final component of CLT is elaboration.  Elaboration allows individuals to store information in long term memory.  I feel that use of pictures and movie clips allow kids to make connections.  They may not be the type of connections that we would make but what is important that it works for them.  For instance a clip of the movie We Were Soldiers starring Mel Gibson may help a student connect the information of Vietnam.  They may have seen another Mel Gibson movie and they connect his appearance with the reality of jungle warfare.   In making these types of connections, students elaborate on information that they already have stored and connect that with new information to formulate a new understanding.

References

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive learning theory.

             Baltimore: Laureate Media. 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Behaviorism and Technology

As an educator, one is constantly searching for ways to get the most out of each student.  We want them to be the best mathematicians, historians, and writers.  One way that many teachers use to accomplish this is through the use of behaviorist principles.  In certain cases we use positive reinforcement and in others we use negative, but no matter what type of conditioning educators use, it is for the purpose of brining out positive behaviors and actions.

            This week’s learning resources provided the strategy of reinforcing effort.  Reinforcing effort is defined as an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).   It is imperative that teachers do their best to use positive reinforcement.  Of the two forms, positive is the most powerful (Laureate, 2010).  When I tell a student that I am proud of their work, or call home to inform a parent that instead of their child being in trouble that they should commend them on an excellent job it has a profound impact on them.  It also does a great deal to highlight what behaviors are favored in the classroom.  As a high school teacher, I don’t do star charts or warning cards, but I will verbally praise students constantly.  I try to establish what I feel is acceptable behavior and practice and what isn’t. 

            Another strategy that I found helpful that connected to behaviorist principles was the text section on homework and practice. Homework and practice is an instructional strategy that “give(s) students a chance to review and apply what they have learned” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  When a student works toward gaining an understanding through practice, their effort is reinforced when the student comes up with the correct answer.  They take the skills given by the teacher at an earlier point and apply those skills over and over, with each correct answer their effort is reinforced and even incorrect answers reinforce that the behavior that contributed to the incorrect answer is not one the student should use again.  A number of possibilities exist for students to utilize technology in this strategy.  One that interested me was the use of multimedia software to provide engaging content and immediate feedback to help the student practice and master concepts (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  I recently used icivics.org to teach important Supreme Court cases.  I thought it worked wonderfully.  Students were challenged to make decisions based on the evidence given and learning could take place at the learners pace.  I loved the fact that the games court judge rewarded good evidence and questioned shaky evidence.  I used this as an experiment with seniors and they all worked like 5^th graders trying to solve the problem.  I will definitely use the software again.

            Today’s educators have a wealth of resources at their disposal.  These resources not only provide content, but also help to reinforce those behaviors desirable to the teacher and to learning.  I cannot believe the amount of information I have gathered as a result of these courses.  We don’t have to do it all on our own, there are other educators out their who are fighting the same battle.

Behaviorism and Technology

As an educator, one is constantly searching for ways to get the most out of each student.  We want them to be the best mathematicians, historians, and writers.  One way that many teachers use to accomplish this is through the use of behaviorist principles.  In certain cases we use positive reinforcement and in others we use negative, but no matter what type of conditioning educators use, it is for the purpose of bringing out positive behaviors and actions.

            This week’s learning resources provided the strategy of reinforcing effort.  Reinforcing effort is defined as an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).   It is imperative that teachers do their best to use positive reinforcement.  Of the two forms, positive is the most powerful (Laureate, 2010).  When I tell a student that I am proud of their work, or call home to inform a parent that instead of their child being in trouble that they should commend them on an excellent job it has a profound impact on them.  It also does a great deal to highlight what behaviors are favored in the classroom.  As a high school teacher, I don’t do star charts or warning cards, but I will verbally praise students constantly.  I try to establish what I feel is acceptable behavior and practice and what isn’t. 

            Another strategy that I found helpful that connected to behaviorist principles was the text section on homework and practice. Homework and practice is an instructional strategy that “give(s) students a chance to review and apply what they have learned” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  When a student works toward gaining an understanding through practice, their effort is reinforced when the student comes up with the correct answer.  They take the skills given by the teacher at an earlier point and apply those skills over and over, with each correct answer their effort is reinforced and even incorrect answers reinforce that the behavior that contributed to the incorrect answer is not one the student should use again.  A number of possibilities exist for students to utilize technology in this strategy.  One that interested me was the use of multimedia software to provide engaging content and immediate feedback to help the student practice and master concepts (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  I recently used icivics.org to teach important Supreme Court cases.  I thought it worked wonderfully.  Students were challenged to make decisions based on the evidence given and learning could take place at the learners pace.  I loved the fact that the games court judge rewarded good evidence and questioned shaky evidence.  I used this as an experiment with seniors and they all worked like 5^th graders trying to solve the problem.  I will definitely use the software again.

            Today’s educators have a wealth of resources at their disposal.  These resources not only provide content, but also help to reinforce those behaviors desirable to the teacher and to learning.  I cannot believe the amount of information I have gathered as a result of these courses.  We don’t have to do it all on our own, there are other educators out their who are fighting the same battle.

Reflection

It is amazing how fast time flew by the last eight weeks.  Understanding the impact of technology, work and society has been an enjoyable and challenging experience.  I am certain that I have gained insight and knowledge that will positively impact my teaching.

            This class has been a tremendous help for my development as a technology savvy professional.  Upon entering this class I would have never dreamed of creating a blog or podcast and now I have created both.  The process was not always easy, but I kept in mind the words of Dr. Thornburg and Dede, which stressed the importance of teachers and their classrooms being able to teach students the skills necessary for success in the 21^st Century. 

            Upon the conclusion of this class I find myself realizing the importance of keeping my instruction and methodology current.  I have only been out of school for eight years and so much has changed.  I realize that my instruction must be meaningful and connect to the boarder picture of life.  I now see that by making my instruction relevant to the skills needed in the real world that students will buy into the concepts as well as benefit from them.  Finally, I learned that teaching does not have to be a top down trickle of information.

            I am a very teacher centered instructor and this class has shown me that there are other and sometimes more beneficial methods.  Group discovery is not a bad thing, as students spend hours on the Internet and using other forms of technology, they have gained an expertise and affinity for technology.  By allowing them to navigate the web and find credible sources and help teach themselves and others, they are learning skills that will benefit them the rest of their lives.  I do not think I will completely eliminate teacher based instruction because as I have stated before, I truly love to tell the story that is history, but I realize now that learning can take place from sources other than my sometimes limited knowledge base.

            I aim to continue my acquisition of knowledge in the area of technology and education.  I really feel that as I move forward with this class I will continue to utilize technology in ways I never considered.  I will also frequent some of the technology PLCs that we investigated as a class.  It was so refreshing to see that there are other people out their with ideas and problems that I can talk to beyond those individuals in my department or district.

            Two long term goals that I plan to set for myself is to make my classroom and lessons roughly seventy percent teacher centered.  This may not seem like a lot, but for myself this is a great step forward.  I plan to develop activities, projects and methods of relaying information that go beyond traditional instruction.  I hope to use blogs and podcasts as tools for achieving these goals.  I really enjoyed blogging and would love to use it in my classroom.  The second goal that I have set for myself is to create a an up to date teacher website that gives students the opportunity to get missed course work, access the class blog, and maybe even an area for interesting facts about history that are just for fun.  Both of the goals face one problem, a lack of access to technology.  My district has roughly sixty-five computers for 600 students.  I think that I can plan around this by setting aside specific class days in the computer lab, but again that may not always be enough and in a diverse economic area such as my district, not every kid has the internet at home.  Technology is supposed to enhance learning and make learning easier, but if it is difficult to even get access, frustration and a feeling of embarrassment could occur.

            Upon review of my checklist, I have not too many of my answers change.  I look forward to the implementation of technology in my classroom.  I know this will not be easy but I understand the importance of my job and believe technology is a great tool for preparing kids with the skills needed to be competitive in a Global 21^st century job market.

My First Attempt at Podcasting!?!??!?!

Wow!  I am definitely not a digital native!  My first attempt at Podcasting was quite an experience.  It really challenged me as a student to learn this process, but after a number of failed attempts, a lost Podcast and a few phone calls to knowledgeable friends I completed the assignment.  Here is the Link to my very first podcast. 

 http://colewatterson.podbean.com/

Importance of 21st century Skills

As a teacher in New York State, I was surprised to find that New York was not one of the sixteen states that have begun the implementation of the Partnership for 21^st Century Skills.  In the past the concern in New York has been performance on the standardized Regents exams.   This year there has been a major shift from Regents performance to the implementation of the Common Core.   Simply put, the Common Core is an emphasis throughout the subjects on literacy.   As the shape of education changes in New York, I cannot believe that until this week I had zero knowledge of the National initiative for 21^st Century Skills.   As educators, the job of preparing children for success beyond the classroom falls on our shoulders. 

This website provides a number of resources that can be referenced by educators and parents who are serious about producing students who are ready to compete and function at a high level in today’s globalized landscape.    This commitment to success is evidenced by those companies who work collaboratively with the partnership.  Businesses such as Apple, Dell, and the National Education Association work side by side to create learning environments that bridge the gap between skills and knowledge students learn in school and the skills they will use in the real world (http://www.p21.org/about-us/strategic-council-members).

In this week’s learning resources Dr. Thornburg discussed skills for the 21^st Century.   When the goals of the partnership are compared to the skills Dr. Thornburg believes are important for those entering the real world to have, the list is very similar, and both believe that critical thinking, creative problem solving, and communication are at the top of the list.  The partnership calls these skills part of the 4 C’s  and adds in collaboration (Laureate, 2010).   This week Dr. Dede talks about the importance of collaboration in the real world.  He believes that as cyber infrastructure gains popularity, collaboration will be one of the most highly desired skills for employees (Laureate 2010).  By combining the common course curriculum also known as the 3 R’s with these 4 C’s the partnership for 21^st Century aims to produce productive members of society.

I did not find anything on the site that I truly disagreed with.  I feel that all of the skills mentioned are important for students preparing for life.  I also understand that the nature of jobs in this country will continue to become more and more globalized and because of that how we prepare students must also adapt.  The one area that I might say the partnership left out is the family aspect of education.  My students come from varying home lives and unfortunately taking care of younger siblings, work, and lackadaisical attitudes toward education are becoming more and more prominent.  Roughly speaking I see my students 180 and 245 minutes of the 10,080 minutes that each week has.  That is not a lot of time.  Successful students in my opinion are willing or taught through a structured environment to develop and employ study habits outside of school.   There are just too many young children and teachers who are not getting the support needed from parents.  Please let me be clear, I am not trying to pass the blame here.  I would like to see this partnership start working with parents to instill the importance of education and what a commitment learning can be for our children.  Often times, a commitment beyond the classroom.

   Today’s students are no longer able to graduate from high school and get a job at the local factory.  The face of labor in America is changing almost as quickly as our technology.   By fusing the traditional 3 R’s with the 4 C’s U.S. students will contain the skills necessary for life beyond the classroom (http://www.p21.org/about-us/press-kit). As educators our goal should be to prepare every student for what lies ahead and through the incorporation of these 21^st century skills, students will be ready.  This may mean that we must stop outside of our comfort zone and away from the textbooks to provide our students with rich, real world learning experiences (Laureate, 2010). As lifelong learners we should be excited to test uncharted waters, there will be bumps and bruises along the way, but the idea that we have a major role in the success of our students as adults should be worth every bit of the struggle.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program eleven. Skills for the 21st century [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

Partnership for 21st Century Skills. (2011.). A framework for 21st century learning. Washington DC: Author. Retrieved from http://www.p21.org/overview/skills-framework