Constructivist/Constructionist Learning Theories

Constructivism is a theory of learning that states people learn best when they build an external artifact or something they can share with others, (Laureate Education, Inc., 2009). There are countless ways students can build or construct things using technology, and these creations can easily be shared with others.

For example, programs such as Power Point or Keynote can be used for just about any type of lesson. It is an easy way for students to use their knowledge to build something that can be shared with others. Most students enjoy sharing their creations, and students in the audience can learn by watching the presentations. Students can use these programs to make their presentations unique with the many choices that are available to them.

Another way that we can correlate technology with the principles of constructivist/constructionist learning theories, is by using teacher-created interactive spreadsheets. There are several programs that can be used for this, such as Microsoft Excel, Google Spreadsheets, and wikiCalc. When we think of spreadsheets, math and science usually come to mind. However, spreadsheets can be used for a variety of purposes in just about any subject. 

One way that I try to make technology projects more accessible is by posting all of the components on my school website. There is a project category on my website that contains all of the projects for the school year. Under each project heading students will find directions, standards and benchmarks, rubrics, graphic organizers, and exemplar examples.  When we begin a project students are instructed to go to my website and view all of the components as well as the examples. I give them printed copies of everything they need, but if they need another copy it is up to them to visit the website and print another one. Parents utilize this feature as well. They can view examples from home, which helps them to guide their child in the right direction if needed. Also, if a student forgets to bring home the directions, organizers, etc., then they can also be viewed or printed from home.

I enjoyed exploring the project-based learning resources. The Ali site is one that I have visited before, and even had one of my projects posted on their site several years ago. Our district uses Apple computers, so it is a site that we are encouraged to visit regularly. I plan to spend more time exploring all the other project-based sites. 

Laureate Education, Inc. (Executive Producer). (2009). “Constructionist and Constructivist Learning Theories”. Baltimore: Dr. Orey

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

Cognitivism in Practice

Advance organizers help students focus their learning. Teachers and students can use a variety of technology tools to create welll-organized, visually appealing organizers, (Pitler, Hubbell, Kuhn, and Malenoski, 2007). 

Some types of advance organizers that can be useful are expository, narrative, and graphic. These organizers can be used to help students focus on the essential question for the lesson they are about to learn. They help them to organize their thoughts around the essential information and gets them thinking about what they know about the topic even before the teacher begins the lesson. In my 8th grade language arts classroom these types of organizers would be helpful before beginning an integrated unit. The US History teacher and I work together to integrate our units throughout the year. Together we could have students create an advance organizer to be used in both classes as we begin our units. For example, if students have created an advance organizer on immigration, then they can continue to fill in the information they acquire in both classes. Since we teach at a technology magnet school, where every student has their own laptop, the obvious way for our students to create an advance organizer would be to use a multimedia tool such as a PowerPoint advance organizer. Studies show that students who use multimedia to create advance organizers retained more information than those who dod not use this type of multimedia advance organzier, Pitler, Hubbell, Kuhn, and Malenosdi, 2007).

Notetaking and summarizing are strategies that have been used in the classroom for many years. I think teachers assume that students come to their class already knowing how to summarize and take notes. As stated in chapter six in Using Technology With Classroom Instruction That Works, teachers rarely teach notetaking as a skill in itself. They recommend that we give them teacher-prepared notes, and that we teach students a variety of notetaking formats. 

Instructional strategies such as concept mapping, help students organize their ideas and make connections. Dr. Orey also states, “People can remember images easier than just text, therefore, images are powerful tools to use in the classroom.” Another strategy that is a valuable learning tool is virtual field trips. This web based tool can create rich learning experiences for students. It gives them an opportunity to witness history and engage in critical thinking activities.

Behaviorism in Practice

Reinforcing effort can lead to greater student success. I teach eighth grade language arts and I create a class chart, which shows students the correlation between the number of zeros on homework assignments and the number of students failing at midterm and the end of the quarter. This is a great tool to show middle school students the relationship between failing grades and a lack of effort. While this is effective, having students track their individual effort in relationship to their successes and failures might be even more beneficial.

Our school is part of a one to one initiative, which allows each students access to their own laptop throughout the school year. Students would easily be able to use their laptop to track their progress. This would enable them to see their hard work really does pay off, or that their lack of hard work does indeed affect their grades.

I strongly feel that homework is an effective assessment tool.  My homework policy is clearly communicated to my students at the beginning of the year. I give a wide variety of different types of assignments. This allows for all students to use their strengths at various times throughout the year. The majority of the time the homework is graded, but occasionally students are given a completion grade only and the assignment is discussed in cooperative groups.

Over the years our district has used several different word processing programs, and this summer we are being trained in yet another new program. The reading for this week provided me with several new strategies that I would like to try in the near future.

I agree with the statement, "In addition to learning from multimedia such as educational games and interactive simulations, students can learn with multimedia by creating their own projects at home or at school to develop their understanding and practice skills" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Since our school is a technology magnet school, we try very hard to integrate technology into our daily lessons and provide students with a variety of ways to demonstrate their learning. In my language arts classroom, students respond to blogs, create podcasts, design iMovies, and create iPhoto books. They also use many websites to engage in learning activities, such as Read, Write, Think and United Streaming.

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