Constructivism in the Classroom

Over the course of my teaching career, student learning in today's educational sphere involves little student involvement in establishing their own unique learning process, specifically in project-based learning. Thus, students do not experience what Dr. Orey labels as "a sense of being in a state of in-equilibrium" which would cause them to further their learning and understanding of content (Laureate 2010). In doing so, students would seize the opportunity to grasp their learning and run with it, by way of "getting their hands dirty" in developing their own views and opinions.


One particular method that can be used as a cornerstone for implementing project-based learning in classrooms is "generating and testing of hypothesis." For students to formulate their own hypothesis of how an action, behavior or result will turn out, they are already practicing to be in a state of "in-equilibrium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).


Over the course of this week, my colleagues and I have given one another a window into the examples of constructivism that we use in our classrooms. In taking on various forms, constructivism focuses on placing the student at the forefront of creating and manipulating their own learning. One particular example which I had never heard of before was a gallery walk. In allowing students to create visuals and projects via PowerPoint, students were then able to share, comment and learn from each others work, enabling them to elaborate upon what was originally created.


The idea of constructivism in the classroom is a learning theory that should be used at every opportunity. The difficultly with using constructivism on a consistent basis is the requirement of state curriculum and meeting certain state standards for end-of-the-year assessments. Some project0based learning lessons may take time to prep students on requirements, implementation, actual research and presentation of student work. Being able to manage a workable balance between focusing and staying on track with state standards while utilizing constructivism would be ideal for both teacher and student.


References

Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology.  Baltimore: Author.


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

Cognitivism In the Classroom

We as teachers are life-long learners of not just our specific content area if we are teaching in secondary schools, but of all areas. The techniques and skills we learned as students are transferable to our students and their cognitive mindset of learning. This week's resources aimed at the understanding of how students retain information they have learned in various forms.


Dr. Michael Orey explains the various processing models that humans interpret resources daily. One method used is the Information Processing Model. An example of this would be the idea of "chunking" where in order to remember a list of ideas or concepts, students can break down this list into smaller groups and go from there. So instead of learning about all the different causes of the French Revolution, a teacher may break these causes down into economic, political and social. Dr. Orey also explains that cognitive learning theories play a role in student learning. They include short-term memory, elaboration, imagery and personal experiences (Orey, 2001). Utilizing these theories we can "connect to these pieces of information that we had been lacking" (Orey, 2001). 


Connecting these learning theories with instructional strategies is what solidifies as concrete growth and expansion of a student's awareness. Two aspects of instructional teaching that aims to involve these theories are note-taking and graphic organizers. 


With note-taking, the teacher's ability to focus on essential concepts and information and reinforce these ideas are what makes the information last. Utilizing color coded notes, mark ups that are able to highlight main ideas (via Microsoft Word) and beginning to brainstorm are great techniques that allow students to manipulate their learning. (Pitler, Hubbell, Kuhn & Malenoski, 2007). I have used color coded note-taking and have highlighted key ideas in student notes that we complete as a class. Students also have the ability to use their own colored highlighters if they have them.


Graphic organizers are a huge help for teachers and students alike, especially for teaching the social sciences (History, economics, government). In helping to organize time lines, cause & effect and positive & negative types of differentiation among topics, graphic organizers "make sense of the content that they will cover that is not organized in its original form." (Pitler, Hubbell, Kuhn & Malenoski, 2007)

I believe a huge part of establishing and following through on these instructional strategies that have research to back up student learning is to expose teachers to the possibilities of using these resources in cohesion with technology. Doing so will allow teachers to flow from one portion of a lesson to another more easily. 


References


Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology.  Baltimore: Author.

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

Webinspiration Concept Mapping

The following site will take you to my web inspiration concept mapping assignment that p pertains to Ancient Roman Life and Living:

http://www.mywebspiration.com/view/654589a1ad2

The virtual field trip website that I used is the following:

http://www.villa-rustica.de/tour/tour27e.html

Utilizing Behaviorism in the Classroom

 Behaviorism and the idea of influencing behavior in classrooms has existed for some time now. However, in 2010, the role of the teacher in impacting the learning and actions of his or her students has many layers to it. With multiple factors pulling at a student's attention, the mark of an effective teacher is establishing clear and concise guidelines within a lesson. Failure to do so, may result in unwanted behavior. A word of caution that I have been reminded of by numerous experienced teachers is to ensure you are prepared and have clear expectations of students, for that will cut down on classroom issues and unwanted behavior. In looking at this week's resources, certain instructional strategies aim to sway student behavior so that learning may occur:



Homework and Practice 

Continuous exposure to content and ideas are one part of a student's learning process (Laureate Education, 2010). Especially for my current 10th grade courses, which the students must pass a New York State Regents exam on 2 years worth of material, homework is essential for them to stay on top of what is being discussed in class. "While practicing, students should adapt and shape what they have learned " (Pitler, Hubbel, Kuhn, & Malenoski, 2007) is a critical idea to understand regarding homework. If students cannot expand, branch out and connect with what they are currently learning with that of what they have already learned, the goal of instituting homework has failed. "Technology facilitates homework and practice by providing a wealth of resources" (Pitler, Hubbel, Kuhn, & Malenoski, 2007). An example of this would be the software program Castle Island and how students can answer questions and receive scores on questions that will show up on the NYS Regents throughout the year.


Reinforcing Effort

Students are continuously looking to see what teachers deem appropriate and inappropriate behavior, especially during the first few months of the school year. " The instructional strategy of reinforcing effort enhances students' understand of the relationship between effort and achievement"(Pitler, Hubbel, Kuhn, & Malenoski, 2007) Whether it be in class discussion, formal assessments (exams or essays), giving clear feedback to students will ensure that they understand what is expected and not expected of them. Various techniques that I use in my daily teachings to reinforce effort is a daily checklist of student participation, seat near the front in our "Class Recliner" and candy at times. Since our school has experienced a growing issue with students arriving late to class, it has implemented a "Zero tolerance" rule to try and curb this behavior. 


Summary

Behaviorist learning theory is an idea that requires experience in dealing with what works and what doesn't work in an effort to establish clear student guidelines. There needs to be a plan in place for those who cannot follow the classroom structure and procedures. Conversely, those who do follow the classroom procedures must be rewarded accordingly.




References

Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.



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