Constructive Learning

Our minds and experiences are so diverse that a concept as simple as a chair can lead to so many images. When you think of a chair do you picture a wooden chair? A plastic chair? A comfy recliner? Perhaps a zebra print chaise lounge? Everyone has such creative minds that it is impossible to limit the image of a chair to one perspective, this is how constructivism works: each learner actively constructs his or her own learning, (Laureate Productions, Inc., 2012).  When we allow students to actively engage in constructing their own learning there will be multiple versions of the same concept. Students who take the time to create a project will demonstrate their knowledge of the topic and the connections they make to the topic through their individuality.

One method of constructivist teaching is to allow students to generate and test hypotheses. When given a problem, students will have many different ideas on how to approach the solution. Although this is associated mostly with science, we generate and test hypotheses frequently in our daily lives and throughout many subject areas. For example, if I am looking for the best price on cereal I will form a hypothesis on where the best deal will be found based on my prior experiences. I can then test that hypothesis by checking the prices at several different stores. While this is a time consuming method of shopping, it does show how I am able to construct my own learning of where the best price is found. 

A common problem with testing hypotheses is the data collection. However, “technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data- a process that can be tedious and error prone”, (Pitler, Hubbell, Kuhn, & Malenski, 2007,p 203). Cutting the time spent on calculating and gathering data will encourage students and teachers alike to spend more time generating hypothesis and forming conclusions. Instead of just watching a movie on water pollution, students can easily test local water sources through the use of probeware; survey results can be calculated quickly through the use of spreadsheets, and search engines can cut the legwork off of research (such as with my cereal prices).

Project based learning is another form of constructivism and constructionism as it allows students to create something that shows what they understand. Again, the creative solutions to the students’ problem are endless. I visited a website of project based learning ideas (http://webquest.sdsu.edu/designpatterns/all.htm) and the ideas on the website itself are testament of the creativity possible in project based learning. There are so many ideas and options that people have brainstormed and used when asked to show project based learning.  I encourage teachers seeking to promote creative, constructivist learning to visit this site for ideas in many subject areas.  Taking the time to have students create an artifact that shows their learning will be more meaningful and memorable to the students than a traditional lesson.

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.

Cognitive Learning Theories

Note taking and graphic organizers go hand in hand with cognitive learning theories. When students are actively taking notes during a lecture or lesson they are seeing the information as well as hearing it; this supports the dual coding hypothesis, (Laureate Productions Inc., 2011). Using graphic organizers for note taking is even better as the graphic organizers are generally set up by grouping information together, which is very similar to the networking storage method of long term memory, (Laureate Productions Inc., 2011). I can remember studying for tests and being able to picture the format of the notes to help me remember the facts.  “The classroom recommendations for note taking include using a variety of note-taking formats and giving students teacher prepared notes,” (Pitler, Hubbell, Kuhn, & Malenski, 2007, p. 128).  These methods will help students to know what to write and what category each piece of information falls into for easier organization of ideas in their brain.

                I love using graphic organizers to show the steps of how to solve math problems before or alongside working out examples. It helps students group the information needed to solve the different types of problems so that they can easily find the correct method or formula when looking back in their notes.  For example, we recently learned the formulas for Sine, Cosine, and Tangent to solve right triangles. In class the students created a foldable for their notes; each flap of the foldable has the formula and an example of how to use it. This foldable breaks the three formulas into separate pieces so that the students do not become confused among the information.

During class lectures and note taking many students with disabilities have trouble keeping up with taking notes and processing the information at the same time. To accommodate this problem I often provide copies of the material with just a few blanks to fill in. This helps the students stay focused and on task, and at the same time they are able to focus more attention to the teaching instead of trying to catch up with the writing. The cognitive learning theory tells us that short term memory can only process about seven pieces of information at once, (Laureate Production, Inc., 2011). However, classes such as history and science often cover many more facts than that in one class period of note taking. Knowing this limit of memory makes the graphic organizer much more important; without showing the connections of information, all of those facts will just become lost in the students’ brains. To help with this overload of information I also find it very beneficial to take breaks and have the students reflect on what they have learned to help them process and store the information.

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

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

 

The Rewards of Effort and Practice

Dr. Orey defines behaviorism as operant conditioning, and especially notes the importance of reinforcement of desired behaviors, (Laureate Productions, Inc., 2011).  This can be linked to the importance of effort on student success; the problem with effort is that students do not recognize the reward that effort has on their success.  According to the behaviorist learning theory, for students to increase their success they need to be rewarded for their efforts. Once the rewards begin to increase the amount of effort, students will see that effort itself earns a reward of success.

This is where instructional technology can play its’ part. I love the idea of having students self-rate their level of effort and then comparing that data to the test scores (Pitler, Hubbell, Kuhn, & Malenski, 2007, p. 158-161). Students are oblivious to the impact that putting forth effort can have on their grades and I believe spending time showing students the correlation between effort and success would improve the success rate. For example, in my 10th grade math class we assign homework weekly. Students often have more than one day to complete 8-10 math practice problems that are only graded on effort…. Wrong answers do not hurt their grade. Despite the lenient policies, only about half of the students in our classes do their homework. While it is easy for me to see the rewards of completing homework (extra practice, easy A’s, help students understand the content) students are obviously not realizing the benefits.  I am excited to try this  idea of having students correlate their effort with test scores to see if that makes them realize the importance of effort.

If teachers can condition their students to complete it, homework is a valuable resource for extra practice. Spending time working on problems individually will allow students to see what areas they have questions in, and allow for repetition that we do not always have time for during the regular class period. “Multiple exposures to material help students deepen their understanding of content and become proficient with skills,” (Pitler, Hubbell, Kuhn, & Malenski, 2007, p 188). Many students do not have access to technology at home, so I do not recommend assigning online programs for homework, but teachers can spend some class time utilizing websites that offer tutorials and games for practicing specific skills. These games often tell students immediately if their answer is correct, and many even give hints to help students reach the correct answer.  In a class of thirty students a teacher cannot provide this immediacy of feedback or provide helps as quickly as an online program can. In educational games students are also receiving the benefit of being rewarded for correct answers by being able to play the game when they answer the questions correctly, which supports the behaviorist theory. I do not believe that these online games and programs can replace a student’s instructional experience, but I they are a great resource for providing extra practice to add to the classroom instruction.

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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

 

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