Consructivism in Practice

Constructivism posits that learning is an active and constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective (Learning Theories Knowledgebase, 2009). Constructivism revolves around building stuff, and the example presented in this week’s readings about using Microsoft Excel Spreadsheet software to discuss the three plans of investing the money relates directly to the principles of constructivist/constructionist learning theories (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 204). The idea of considering the different scenarios and having the students to fill in their predictions before completing the project creates a state of disequilibration, which will motivate the students to get engaged then participate and complete the assignment (project). While they are working on their project, they will be going in an accommodation process where they will alter their beliefs and understandings to fit their findings (external reality), and finally reach the equilibration state (Laureate, 2008). Creating a line-graph chart for the project as an artifact that they can reflect upon and share with others is a wonderful idea from mathematics prospective.

A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge (Learning Theories Knowledgebase, 2009).

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Learning Theories Knowledgebase (2009, May). Constructivism at Learning-Theories.com. Retrieved May 28th, 2009 from http://www.learning-theories.com/constructivism.html

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

Cognitivism in Practice

Cognitive learning theory revolves around primarily information. It works in three-stage model, sensory input of information, short term memory, and long-term memory which is stored in networks of information (Laureate, 2008) Cognitive learning theory uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes (Learning Theories Knowledgebase, 2009).

Word processing program is a very effective tool in one way by creating an advance organizer for note taking. This tool correlates with the principles of the cognitive learning theory, because it helps students to organize their thoughts around the essential information. Creating a KWL chart can get students to think about what they already know about the topic and start to make the connections needed to store the new information in the long-term memory through the “Elaboration” process.
Inspiration is another wonderful too in note-taking process. Teachers also can use Inspiration to put together some notes; it also can be transferred to an outline version of the notes. “Some students are more comfortable dealing with text than with graphics” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). Inspiration tool in note-taking correlates with the principles of the cognitive learning theory for the organized format it provides which helps an individual to easily store the information.

According to Dr. Orey, a Virtual Field Trip is “one of the powerful things we can do from a cognitive theory prospective.” We can create a rich experience which can be the foundational experience in the network of ideas that students may have when they are learning in a content domain (Laureate, 2008). Finally, one of the guidelines that should be considered when constructing a learning activity in which cognitive tools are utilized is to evaluate the learning outcomes. Checklists and rubrics can serve as assessments in evaluating students’ effective use of them (Robertson, Elliot, & Robinson, 2007).

References

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Learning Theories Knowledgebase (2009, May). Cognitivism at Learning-Theories.com. Retrieved May 21st, 2009 from http://www.learning-theories.com/cognitivism.html

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

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 21st, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=cognitive_tools

Behaviorism in Practice

Behaviorism assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again (Learning Theories Knowledgebase, 2009). Since the behaviorist theory studies the behaviors that can be directly observed, therefore using technology with classroom instruction can help teachers in having practical and immediately applicable solutions for their classrooms.

According to Pitler, Hubbell, Kuhn, and Malenoski (2007), not all students realize the importance of believing in effort (p. 155). Technology can help students to keep a track of their effort and achievement using spreadsheet software, and then to make the connection between effort and achievement using the chart and see the relation between their effort and grades they earned on the tests. “Students need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 159). The use of technology this way is supporting the instructional strategy of reinforcing effort, and also supporting the principles of behaviorist learning theory.

Technology correlates with the principles of behaviorist learning theory in a variety of aspects. Using Word spelling and grammar tool in a Word processing software gives an immediate feedback to the student on the his/her writing, which may be classified as a reinforcement in case the student does not find spelling or grammar mistakes. Other examples of technologies that give an immediate feedback for homework and practice are the Power Point games and the online games. The Battleship board was used before to improve students’ basic graphing skills, but using the Power Point version of this game will attract the students even more. Another game I used with my Calculus class earlier this year is the Calculus Millionaire online game, the students were really engaged, and they did not realize that they are reviewing what they have learned. I believe that the use of these types of games has an impact on improving the students’ skills, and they learn more when they make mistakes.


Learning Theories Knowledgebase (2009, May). Behaviorism at Learning-Theories.com. Retrieved May 13th, 2009 from http://www.learning-theories.com/behaviorism.html

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