Constructivism In Practice

Constructivism and constructionism are two connected, but different learning methods.  Constructivism is an approach of study in which each person designs their own understanding from what they grasp, whereas constructionism is an approach of study in which learners are actively participated in a lesson by designing a product (Laureate Education, 2011).  They both stimulate active involvement in a lesson by learners. Teaching methods, such as generating and testing hypotheses, as well as project-based learning, can be applied to aid the constructivist and constructionist learning methods.

This week, I studied about Constructivism approaches to teaching and learning, including project-, problem-, and inquiry-based techniques, and promote a strategy to use the power of educational technology to design constructivist/constructionist processes more smoothly and more available. Pitler, Hubbell, Kuhn, & Malenoski (2012) share their strategies on teaching methods that implant technology, that is generating and testing hypotheses.

Generating and testing hypotheses are teaching approaches that promote the constructivist and constructionist learning methods. When generating and testing hypotheses, learners must be active in teaching learning process as they are engaged in every step to reveal the answers to their questions (Pitler et al., 2012).  They can utilize technology to do this in many ways.  One example is that they can create spreadsheets to record the testing of their hypotheses.  I have used this with my class frequently. We had a unit that focus on Natural Disaster. During the Arts, we built a paper mâché mountain. Then during the unit of inquiry lesson, we integrate the Arts products and the Mathematical skills. My pupils were asked to find out how to get the “lava” comes out from the mountain faster. Some learners put more baking soda and less vinegar. Some chose with a shorter bottle neck for the base. Some put less baking soda and more vinegar. Some put more liquid soap. Those were their prediction on how to make the lava come out as fast as it can. Then they collaborated in pairs. One learner record the time while the other tested their hypothesis. The learners then changed partners and the other partner tested their predictions, recording their findings as well. We then collected the information and made a class graph out of it and put it on the Smart Board. Learners were then able to conclude which method was most effective.  In this way, learners actively designed their own understanding to the curriculum and were able to create the class graph, a product, for the school communities to see.

Project-based learning is another strategy that educators can engage learners to grasp information using constructivist and constructionist learning methods.  During project-based learning, learners are promoted to design a project that displays what they studied. One way to do this is to have students make a Prezi presentation (Laureate Education, 2011).  I have begun to propose my learners to Prezi.  They have used it to show their understanding, such as during our Exhibition unit. My pupils wanted to know more on the theory of the universe. I guided them with a collection of books that we have read in class. I then asked them to choose one theory and explore deeper. Then, using the finding and a new understanding, they created Prezi presentation that portray what they learned.  They each shared their findings through Prezi presentation.  This provided the class a unique visual for the theory of the universe while recommending the learners to a new program of technology.  Through this project, students designed their own understanding with the theory of the universe and were able to characterize it in words and pictures.  Even with the same theory of universe, learner’ presentations were very different.  This is a constructivism and constructionism model (Laureate Education, 2011).

Educators employ constructivist and constructionist models with their learners. When learners are required to design something that assists them engage with the study or test their own hypotheses, they are showing the understanding detailed by these learning methods. Assisting learners to design their own connections and concepts regarding understanding is a relevant tool for all educators to be able to utilize. When learners engage this deeply with the curriculum and are able to be such active, engaged participants, they create unique relations with their study and will remember what they learn longer.

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Constructionism, Learning by Design, and Project-Based Learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

SpiderScribe

This week, from the Learning Resources, I learned on how to visualize my students' thinking skill by using a mind map app called SpiderScribe. A mind map is not something new for me or my students because I like to ask my students to mind map what they knew about the unit. Usually, I just give them a blank sheet of paper to create the mind map. Now, since I have learned a bit about the SpiderScribe, I invited my students to create their mind map using the app. The result can be checked on the following web address: http://www.spiderscribe.net/app/?258972ce67362a54902a7aff4c9f6b67

Cognitivism In Practice

Cognitive learning method demonstrates a transformation in concentration from the function of behaviour in study to the diverse mind method connected with study and mind. Cognitive method perceives study as the method of constructing additional data into current knowledges. The method’s priority on mind methods stimulated the application of cognitive approaches in the classroom. These teaching approaches support students create an appreciation of how they determine in order to enhance knowledge. Technology tools have supplied current strategies to integrate cognitive methods into teaching and study. 

This week, I studied about cognitive learning methods and evaluated the relation between mind methods, teaching approaches that stimulate and help cognitive methods, and technology tools that promote an appreciation of mind and study. Dr. Michel Orey (Laureate Education, Inc., 2011) shares the records cognitive learning approaches and explains usage of the approaches in classroom procedure, teaching approaches, and technology integration. Pitler, Hubbell, & Kuhn (2012) share their discoveries on two teaching methods that implant technology. They are cues, questions, and advance organizers and summarizing and note-taking.

According to Dr. Orey (Laureate Education, Inc., 2011), cognitive learning method is the method of sensory record feedback of data into short term or active thought, which then gets gathered into long term thought through exercise of drill and discussion (Laureate Education, 2011).  The essential parts of cognitive learning methods demand that educators: (1) assimilate many senses, (2) comprehend the restrictions of data a learner can achive to at one time, and (3) carry out discussion with the study method.

Using cues, questions, and advance organizers provide learners to approach and employ data more readily (Pitler, Hubell, Kuhn, & Malenoski, 2012).  Integrating a KWL (Know-Want to know-Learned) graphic organizer into a teaching is a powerful strateghy to apply this method.  This powerful graphic organizer provides educators to examine a lesson or unit, providing the learners cues about what they are about to study.  The “Want to know” section of the graphic organizer supporting them to create questions and granting them to start to recall their prior knowledge about a subject.  Utilizing the “Learned” section of the graphic organizer supports to gather the whole graphic organizer together, granting learners to make “connection of data” and keep this data in their long term thoughts (Laureate Education, 2010a).  For example, during a lesson on belief system in my fifth grade classroom, I created a KWL graphic organizer with my pupils.  We completed the “Know” section and the “Want to know” section prior starting the study.  Some of my students mentioned that they know that religious people believe in God.  However, they wanted to know why those people believe in God.  During the lesson, I included a study on why people believe in God.  I also provided my pupils on some religious websites and supported them do a little research about why people believe in God.  When we completed in our “Learned” section on the graphic organizer, they were able to share their findings on why people believe in God. They were able to make connections with their prior knowledge using the KWL graphic organizer and keep current data about belief system, in their long term thought. Summarizing and note taking are another ways that correlate with cognitive learning methods.  It is very crucial to assure that learners understand how to take notes and summarize so that they can productively withdraw essential data from the curriculum to make connections with their own previous knowledge (Pitler, Hubell, Kuhn, & Malenoski, 2012).  One essential part of cognitivism is the understanding that learners need to transform the data often in order to assure that it is kept in long term thought (Laureate Education, 2010a).  In my classroom, my pupils are asked to summarize a book after we read it. We did this orally and visually at the beginning of the school year by processing what data is crucial to withdraw and writing a summary not only through words, but pictures.  After six months, I asked the pupils to illustrate pictures and discuss their summary of the book.  At the end of the year, I hope my pupils can create short summaries of books, withdrawing the crucial events and data given.  That is how I adopt summarizing and note taking to assist the cognitive learning method.

Cognitive learning method is also evident in concept mapping and virtual field trips.  Concept mapping assists learners to construct data that is taught (Novak & Cañas, 2008).  This can be applied to assist learners to concentrate on a “key question” and direct study so that learners concentrate on the essential data they need to be learning. Learners can employ this tool to construct what they learn and assist use that to create connections to prior knowledge.  One of the types of long term thought is episodic thought, or the thought of events, which is promoted when going on virtual field trips (Laureate Education, 2010b).  Virtual field trips provide learners the chance to connect in a unique way with the curriculum.  Learners can go on field trips without ever leaving their classroom.  By doing this, they are able to create more significant connections to the curriculum and thus, preserve more data than they would by just reading about the same unit in a text book.  This style of study engages all of the senses, assisting learners expand a lesson being taught by the educator (Laureate Education, 2010a).

Cognitivism is accepted in our classrooms today.  Using cues, questions, and advance organizers as well as summarizing, note taking, concept mapping, and virtual field trips are all strategies that educators employ the cognitive learning method in their classrooms.  All of these approaches provide learners to link current data to their prior experiences and understanding, granting them to keep it in their long term thoughts.

References

Laureate Education, Inc. (Producer). (2011a). 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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [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

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Cognitive tools and experiential learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

What is Behaviourism?

Recently I found this page that explain the behaviourism. Her point of view is quite interesting because she comes from the psychology background.

http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm

I also found this information from Encyclopedia Brittanica.

http://www.britannica.com/EBchecked/topic/58702/behaviourism

Then, I also found this PDF which explain about the issue.

http://www4.ncsu.edu/~jlnietfe/EDP304_Notes_files/Behaviorism%20Notes.pdf

Please enjoy reading ...

Behaviourism In Practice

Behaviourist learning method according to Standridge (2002) is an idea that believes a great understanding of the connection between provocation and a reaction can develop desired behaviours within an individual. This approach has become more argumentative as educators all over the country try to adapt to the needs of 21^stcentury learners. The integration of behaviourist teaching strategies has become more challenging through the inclusion of various technological advances in the classroom.

This week’s Learning Resources explore learning from behaviourism point of view. Dr. Michel Orey (Laureate Education, Inc., 2011) discusses the history of behaviourist learning approach and describes uses of the method in classroom practice and technology inclusion. Pitler, Hubbell, & Kuhn (2012) describes two ways in which educators can combine technology in the classroom to develop stronger work ethic as well as superior homework completion. Smith, K. (1999) shares his point of view on the behaviourist orientation to learning.

According to Dr. Orey (Laureate Education, Inc., 2011) while behaviourist learning approach has fallen out of respect in education in recent years, it is still being widely used, particularly in behaviour control and learners ' use of technology. Behaviourist learning approaches highlight shift in behaviour that cause from provocation and reaction mental connection made by the learner." (Laureate Education, Inc., 2011) Today, there are still instructional approaches that many educations apply in the classroom that correspond with the behaviourist learning method. Educators apply many strategies to manage behaviour within the classroom. "Contracts, consequences, reinforcement, extinction, and behaviour modification" are all models of behaviourist utilizations applied in the classroom. (Laureate Education, Inc., 2011) Teachers apply these methods to guarantee that their classrooms run smoothly and effectively. Nevertheless, behaviour management should not be the only mental analysis for the application of the behaviourist learning method.

Pitler, Hubbell, & Kuhn (2012) highlighted the significance of emphasizing attempts to stimulate learners. This approach is based on the assumption of self-efficacy (Pitler, Hubbell, & Kuhn, 2012). Learners’ levels of acceptance in their capabilities present an important function in their  achievements. A lot of their successes are reliant upon their attempts. Learners should be taught the significance of attempt and how to observe their own efforts. Technology can perform an important function in observing effort. Through the application of electronic spreadsheets, data collection tools, and survey resources, learners can analyse efforts and results (Pitler, Hubbell, & Kuhn, 2012). In emphasizing attempts, learners can observe an interaction between attempts and performance. This is a crucial link to make in school and work. Pitler, Hubbell, & Kuhn (2012)  also mentioned homework and practice as another example of behaviourism in the classroom today. Regular habit and repetition of information are important for learning to happen (Smith, 1999). Even though some have argued that homework does not automatically correspond with learning, it proposes learners the chance to rehearse and use what they have learned. Educators should make sure that the quantity of homework is suitable to learning and allocated in suitable quantity. The length and quantity of homework should differ based on age and grade level. Parental connection should be minimal; still parents should suggest help when needed. If homework is allocated, it should be discussed or reviewed so the learner may notice its intention (Pitler, Hubbell, & Kuhn, 2012). If allocated appropriately, homework can be advantageous in strengthen learning. Depending on opportunity, technology can be integrated in homework tasks. The Internet supports an extensive collection of sites that can improve learners and learning. Learners can work on their drill skills and homework using multimedia such as educational games and interactive simulations (Pitler, Hubbell, Kuhn, & Malenoski, 20012).  By utilizing these technologies learners are involved deeply in a behaviourist learning environment. They are able to compete in an online game and get an outcome quickly to demonstrate if they are correct or not. In principle, they are receiving instant input from these resources. They are also learning from them (Laureate Education, Inc., 2011). In most computer games, there are signals when players attain a new level or get an accomplishment, in the classroom the educator provides learners a positive feedback if they get an answer correct or do well in class. These are both examples of the behaviourist learning approach. 

In terms of learning, according to James Hartley (1998) four key concepts. The first one is that an activity is essential means that learning is better when the learner is active rather than passive (Smith,1999). The second concept is repetition, generalization and discrimination are crucial concepts means that constant exercise in varied contexts is needed for learning to happen. Skills are not learned without constant exercise. The third concept is that support is the key energizer means positive support like rewards and successes are desirable to negative events like penalties and lack of successes. The last concept is that learning is supported when goals are understandable means that those who look to behaviourism in teaching will mainly plan their engagements by behavioural goals like ‘By the end of this unit learners will be able to…’.

In general, Behaviourism, although arguable in the modern academic setting, remains a tool at every educator’s disposition to design the groundwork for activities and support learners to acquire. The integration of current and blooming technologies will provoke the discussion regarding the application of behaviourist strategies/behaviour modification instructional, still, these identical technologies are able to support even the most struggling learner to achieve their goal and do well in their educational career.

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Behaviorism. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

Smith, M. K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from from http://infed.org/mobi/the-behaviourist-orientation-to-learning