Constructivism in Practice

This week, constructionist and constructivist theories were the focus of our learning resources for EDUC 6711.  Learning the differences between the the two can help us better understand our role as teachers within both theories.  Constructivism is a theory of knowledge that is based upon individuals constructing his or her own meaning (Laureate Education Inc., 2011).  Constructivism takes into account all of the different experiences we have had in our lives, which causes us all to have different views on particular topics.  I understood it best when Dr. Orey gave the example of a chair.  We all know what chairs are, but how we visualize them in our minds is based on our own personal experiences.  Constructivism is not as critical for teachers in that we often have little control over the prior experiences and constructs that have been built in the minds of our students (besides those experiences that have occurred within our classrooms, of course).

Constructionism has a greater impact for both teachers and students.  This theory focuses on creation/sharing of external artifacts in order to facilitate learning (Laureate Education Inc., 2011).  In a constructionist environment, we as teachers act as a guide; our students investigate, create, and solve problems.  This theory also uses problem-based instruction in order to solve real-world issues.  Students can focus on the “bigger picture”, while looking towards to the sources and data that will assist them in inquiring about their world.

So how can we tie these theories to the instructional strategies we utilize in the classroom?  The resources that we looked at this week provided a multitude of activities that help can create a constructionist environment within our classrooms.  Let’s take a look at the ways in which students can solve problems using inquiry-based methodologies…

When we think about students “generating and testing hypotheses”, we most often think of scientific concepts, but this strategy can apply to all content areas (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When using this strategy, students are engaging in higher-order thinking in order to solve/create solutions to a given problem/issue.  Teachers can provide students with multiple strategies (Orey, 2001), as well as a variety of structured tasks to guide students through the generating and testing of their hypotheses.  This correlates to the teacher’s role as a facilitator in the constructionist classroom. 

Technology can be the ultimate facilitator when it comes to giving our students multiple ways to test and create.  The wonderful thing about technology is that it allows students to spend more time interpreting data, rather than gathering data (Pitler, et. al., 2007).  Spreadsheets can make it simple for students to input data and see instant results – allowing the focus to be on the result and its relation to the problem at hand, rather than on the laborious process of inputting data and solving formulas.  Data collection tools further allow students to inquire about a topic.  Teachers of all subjects can use these tools in order to enhance the curriculum (Pitler, et. al., 2007).  The Internet is a data collection tool that most students use every day – whether to get the answer to a homework problem or to research a project or paper.  Students use critical-thinking in order to narrow down a topic, then let the Internet search a vast array of written, as well as nonlinguistic information (videos, charts, photos, etc.) for them to draw upon.  Again making it easier for students to solve/investigate/inquire, rather than spend their time searching through less-accessible resources. 

Web resources and software that simulates real-life situations are another form of learning that stems from the ideals of constructionism.  With simulation games and software, students are able to take their own beliefs and prior knowledge and use it to guide them through a variety of simulated contexts.  Not only are simulations exciting and motivating for students, they provide them with an experience that is authentic, yet may be impossible for the students to experience first-hand (Pitler et. al, 2007).  Simulations and gaming software also allow students to create and discover solutions to problems within a simulated environment.  In my own classroom for students with significant learning needs, I use simulation websites and software that focus on life and social skills.  My students enjoy money simulation activities by Visa.  PBS Kids also has a page devoted to middle school-age students with simulations that cover topics like bullying, spending money, and what to do when staying home alone.  I also found a great list of apps for iPod/iPad that allow kids to create and engage in kid-friendly simulations.  Check out the list at Commom Sense Media.

When I look at my own classroom, I can see firsthand the impact of constructionism.  When students are actively engaged in the learning process, through real-world application of skills that take them beyond the content standards, learning is greatly increased.  When you add technology, the same activities, simulations, and experiments become significantly more accessible and user-friendly.  They allow students to gather data and search for information with ease, from sources that are at their fingertips.  Instructional strategies, like those I have discussed, embody the theory of constructivism and constructionism.  And technology allows our students to experience maximum these learning strategies through first-hand experiences.

 

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.  Retrieved from 

          http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

On our quest to discover the tools that help our students store and apply the information that we teach, it is critical to first look at the theories of cognitive learning.  These theories make it easier to understand the physiological mechanisms that are responsible for learning and storing information (Laureate Education Inc., 2011a). Technology plays a huge role in executing the principles of cognitive learning theory.  Technology-based cognitive tools allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001).

In order to teach for understanding (while embedding technology), there are certain steps we need to take.  The first step is finding out what our students already know - i.e. what they have stored in their long- and short-term memory.  We need to activate their background knowledge and facilitate the process of connecting new information to what they already know so that they begin to see patterns and understand processes (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Their long-term memory can contain connections that include facts and information (declarative memory), how to do certain things (procedural), or events that have taken place in their lives (episodic) (Laureate Education Inc., 2011).  A great instructional strategy for activating this knowledge is a KWL chart.  We can find out what students already know about a topic, while checking for their understanding throughout the lesson.  KWL charts also utilize cuing and questioning strategies – both of which can trigger students’ memories to access prior knowledge (Laureate Education Inc., 2011a).  In my own classroom, KWL charts are an extremely motivating tool for my students.  When a KWL template is displayed on the SMART Board, students love to share their knowledge on topic at hand  (this week it was the properties of matter!).  The questioning strategies that I use while we complete the KWL chart can be modified to elicit responses from students that have even the most significant learning needs.  I can also tailor questions for specific students based on my background knowledge of them (i.e. I can ask more in-depth questions during a lesson on Mexican culture to a student who visited Cancun over spring break).  Visuals (dual-coding) can also be incorporated into a KWL chart as a form of non-linguisitic representation (absolutely a must for my non-readers).  ReadWriteThink has a great tool for creating online KWL charts.

We should then look at how to enhance our instruction, while helping students make lasting connections from one concept to another.  The elaboration component of cognitive learning theory looks at connecting small concepts to larger ones, while the network model aids students in organizing these connections (Laureate Education, Inc., 2011a).  Our resources this week focused on concept-mapping as one of the best ways for students to make these connections.  With concept maps, students can use a “focus question” to specify a particular problem, then connect a multitude of concepts (from general to complex) to the focus question (Laureate Education, Inc., 2011b).  A variety of websites allow student students to create interactive webs, maps, and graphic organizers.  I love the variety of interactive organizers on the Holt website.  These tools allow students to use technology as a cognitive tool to learn “with” as opposed to “from” (Orey, 2001).  

Another critical component of finding instructional tools that correlate with cognitive learning is the creation of episodic events and the use of visuals.  We are all aware of the benefits to using pictures, video, and audio with our students.  In my own classroom, the impact is nothing short of amazing.  Sometimes all it takes is a short video clip or a photo on the SMART Board to make an idea or concept latch on to my students.  Can we blame them?  Who wouldn’t learn more about the rainforest after taking a virtual field trip to a jungle in Brazil?  Technology tools, such as virtual field trips, give us the opportunity to “go” where we physically cannot (Laureate Education Inc., 2011b).  When students are immersed in content – when they see, hear, and touch what is being taught – the connections being made are stronger and “episodes” are created in their memory.  Teacher Tap has great list of virtual and digital field trips that I found to be awesome for my middle school students with special needs.

Before utilizing any learning tool in classroom, it is important for teachers to consider a few factors.  Will the tools we use force students to activate prior knowledge, while constructing new knowledge?  Will instruction create “episodes” in our students’ brains by which information can be stored long-term?  And, as with most tools we use in the classroom, we need to be sure that we are reaching out to the variety of learning styles and preferences that exist amongst our student population.  Photos, videos, and virtual field trips are motivating and engaging tools that exemplify Palvo’s Dual-Coding Hypothesis – helping students to store information in both visuals and text (Laureate Education Inc., 2011a).  If we look at these factors as we plan each and every lesson, we will find that technology can meet each of these needs for learning.  By pairing our knowledge of the cognitive learning theories with the technology we use in the classroom (and in life!), our students will make the lasting connections that exemplify cognitivism in practice.

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

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

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

Behaviorism in Practice

In the first two weeks of my current grad course - Bridging Learning Theory, Instruction, and Technology - we have explored the brain and the process of learning, as well as the differences between instructional theories and learning theories.  This week, we focused on the behaviorist theory of learning.

At its core, behaviorism is both a powerful strategy for managing behavior in the classroom as well as a method for teaching new skills through repetition and frequent practice (Laureate Education, Inc., 2011).  My goal has been to find out how behaviorism relates to instructional strategies… specifically those that integrate technology.

So how does behaviorism relate to technology?  Let’s look at reinforcing effort in the classroom as a jumping-off point.  We know that, even as adults, our participation and effort is greatly increased when we are provided with feedback and/or reinforcement.  Would I post to this blog if I knew that no one would ever respond to my posts?  It would be difficult, and far-less motivating.  The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Laureate Education, Inc., 2011).  Behaviorism is based on the assumption that reinforcement is central to explaining the learning process (Smith, 2007).  So providing reinforcement for student achievement is critical to student success.  Teachers can use technology tools (i.e. Excel, Word, Spreadsheet) to create charts and graphs for tracking student progress.  By displaying results on the classroom SMART Board or even on a class website, students are reinforced by knowing their positive efforts are visible to others.  By using survey tools or teacher-made “effort rubrics” (Pitler, Hubbell, Kuhn, and Malenoski, 2007), students can clearly see what it takes to be successful in class.    

Let’s talk about homework.  The giving of homework continues to be a hot topic amongst educators and parents.  Some do not see the value of homework, looking at is as mindless, busy work.  So how does giving homework to our students relate to behaviorism?  A key characteristic of behaviorism is repetition and frequent practice of skills (Smith, 2007).  As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  This is key to the efficacy of homework.  It cannot be utilized to teach brand new skills.  In relation to behaviorism, it should be used to drill and practice skills that have been previously learned.  Multiple exposures of material help students deepen their understanding of content (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  With technology, review of content is widely available and in a variety of contexts.  When we think of drills, most of us first think of math facts.  There is a multitude of websites (IXL is awesome!) and apps (Splash Math for iPad) that offer math skills practice that are both hands-on and motivating for students.  Technology also makes is easy for students, teachers, and parents to instantly track progress - further integrating a behavioristic approach (immediate feedback is so reinforcing!).  Besides math, there are sites that offer tutorials, practice problems, and games for all subject areas and grade levels (Fact Monster and BrainPop are two of my favorites).  I also love to create SMART Board activities that provide students with immediate feedback for correct answers.  There are thousands of pre-made activities and lessons for every grade-level and subject available on the SMART Exchange site.

After doing my research this week on behaviorism and its role in instruction, I firmly believe that it has a place in all classrooms.  Technology is an excellent and necessary tool for its integration. The key is for behaviorism to be looked at as a supplement to learning – not as the sole source for instruction in the classroom.  It can also play a critical role in providing students with feedback needed for motivation and success.  As teachers, we must ensure that behaviorism-based technology is utilized appropriately – both as a reinforcement strategy and a tool for the practice and guided instruction of specific content. 

Want to learn more about behaviorism?  Here’s a short, funny video on vimeo:

http://vimeo.com/17694564

 Still not convinced that behaviorism has a place in the classroom?  

Paul Melrose’s blog post title caught my eye!

Zombies and the Force of Falsity: Instructional Design and Behaviorism

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.

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

Back to the Blogging Board!

Summer is almost here and the school year is coming to close, but I am excited to begin a new course through my Master's program at Walden University.  This class, Bridging Learning Theory, Instruction, and Technology, has already gotten off to a great start.  We began the first week looking closely at the brain and how we learn - it was so interesting!  As teachers, we are always looking for ways to get our students to retain and generalize information; but rarely do we step back and look at the physiology of the brain and how those lasting connections are made.

I'm looking forward to blogging again with my Walden classmates, and wish them all the best of luck this summer semester!

Reflection...

As my current graduate course, “Understanding the Impact of Technology on Education, Work, and Society”, comes to a close, I have decided to take some time and reflect on how my pedagogy and skills have changed in regards to technology.  In particular, how I will further integrate technology into my own classroom, while looking at my role as a teacher in a whole new light.

This course has been an experience that has changed the way I view technology’s impact in all areas of my life.  In the beginning, I  assessed the technology  skills that I already possessed – both in and out of the classroom.  Was I a “digital native”, “digital immigrant”, or somewhere in between (Laureate, 2011)?  After looking at the definitions of each, I found that it was less crucial to find out where I fell on the spectrum and more important to look who my students were.  Their early exposure to technology has shaped the way they learn.  And although I had exposure to computers, Internet, etc., by the time I reached high school, the impact technology had on my schooling was no where near where it is for students today.  Today’s 21st-century learners come into the classroom starving for technology-rich instruction and tools to engage them and cater to their learning preferences.  With this in mind, all teachers, myself included, need to take a critical look at what they are doing in order to feed this need.

The learning process has shifted for the 21st-century learners in our classrooms.  Therefore, our teaching needs to reflect this change.  The International Society for Technology in Education [ISTE] has created NETS (ISTE, 2007) for both students and teachers that outline technology goals for each of these roles in the classroom. 

The NETS for students focus on getting them ready for the changing workforce - focusing on creativity, collaboration, critical thinking, and using tech tools appropriately and accurately.  The NETS for teachers look at what educators can do to get them there.   The teacher NETS also outline what we can do to make the shift from a teacher-centered environment to a learner-centered one.  We need to facilitate learning rather than direct it, becoming models and guides for technology use.

Throughout this course, I have been exposed to technology tools that were new to me.  I had read and subscribed to blogs, listened to podcasts, etc., prior to this course, but was never involved in their creation.  Discovering how to use these tools (along with collaborating on a wiki) has been eye opening.  Creating this blog was incredibly empowering, engaging, and fun!  I found myself getting caught up for hours working out the kinks and making everything look just so.  I spent hours on my podcast, making it easily accessible to my listeners.  When what you create has the world as its audience, there are no limits to what one can do.  This realization has made me understand the impact of using these tools as learning outlets in the classroom.  If I could feel this way by utilizing these types of technology, imagine how incredible it could be for my students!  

This being said, I think it is critical to see where technology may be lacking in my own classroom, and find out how I can set goals to turn the environment into one that reflects a 21st-century mindset.  I struggle at times to become the facilitator that I need to be.  When teaching students that have significant needs, it is easy for me to want to do as much as I can to instruct them in a meaningful way.  This often includes technology integration (iPad, SMART Board, etc.), but not necessarily students using these tools to construct their own knowledge.  I want to work towards showing my students – even those with the most intensive needs – how they use technology tools to expand their communication, creativity, and functional skills.

Another goal I would like to set for myself is to become a continuous, lifelong learner when it comes to technology.  With the speed at which technology is moving, I must be prepared to keep pace with the inevitable shifts that are taking place.  Technology changes from day-to-day and minute-to-minute, and I want to stay on top of it all.  Following technology blogs, paying attention to current technology trends, etc., can help us all in doing so.  I also want to work with my colleagues – who may all be at different stages of technology utilization and integration, working towards how we can make our school a more successful beacon for technology.  By collaborating and communicating with those on a professional level, I can hold my colleagues accountable for making sure we are using technology in our classrooms to the fullest extent (and they can do the same for me).

“Tools are an extension of human capability – a tool alone does not function until it is used properly” (Keengwe, Onchwari, & Wachira, 2008).  This statement reflects what I have come to realize in regards to technology and my role in the classroom.  The tools are all around me.  For my students with special needs, my role and purpose is to make these tools as accessible and learner-centered as possible. 

References:
International Society of Technology in Education (ISTE):  Nets for Students 2007 http://www.iste.org/standards/nets-for-students/nets-for-students-2007.aspx
International Society of Technology in Education (ISTE):  Nets for Teachers 2008 http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Keengwee, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to help support meaningful learning. AACE Journal 16(1), 77-92.
Laureate Education, Inc. (Executive Producer). (2011). Debate: Digital natives vs. digital immigrants. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2011). The changing role of the classroom teacher:  Part 1. Baltimore: Author.

Technology Podcast

This week, I interviewed three students at our middle school to learn more about their access to technology.  My podcast gives insight into their tech world - both in and out of school.  Listen to what they had to say...

http://rlessick.podbean.com/mf/web/pgup/TechnologyPodcast.mp3

P.S.  This was also my first experience with podcasting... thank you Podbean!

Speaking of integrating more technology into the classroom...

This week I had the second (and last for the year) classroom observation by my supervisor.  I did a SMART Board lesson on the states of matter, and my students did a wonderful job (the SMART Board was key for keeping them engaged and focused!).  Following the lesson (drumroll please...), my supervisor presented me with my very own classroom iPad!  I was beyond thrilled!  Up until now, my wonderful classroom assistant had brought in her personal iPad for the students to use, since it had not been in the budget for us to receive our own.  Thanks to a generous business-owner in our community, we have been donated one for our classroom.  I have been in the App Store all week and have found a plethora of wonderful (and free!) apps for my middle school multi-handicapped classroom.  I look forward to sharing some of these apps with you and would love suggestions on apps that have been successful for your students.