Constructionism in the Classroom

Standards based learning are key words in education today. Every educator agrees also that the best way to ensure that students are mastering standards is to use projects. Constructionism states that "people learn best when they build an external artifact or something they can share with others" (Laureate Education, Inc., 2008) Students need the opportunity to assimilate new information into their schema(their current beliefs and understandings). One of the best ways for them to be able to do this is to construct or build with the knowledge they are learning.

Problem-based instruction is one interesting way for students to construct something. When a student is give a problem to solve that seems relevant to them, they will seek the knowledge they need to solve it. The teacher can act as a facilitator to help them seek the knowledge they need and apply it to solve the problem. When using the knowledge the student will learn it not simply for rote memorization but to apply it to a life situation. As the students work together to solve the problem, they will use higher level learning skills. They may even seek beyond what they would normally learn in class. The students can use web technology to seek answers as well as chart producing software to track their progress. In creating the answer to the problem, the student will share with others and create. This uses the constructionist theory of learning (Orey, 2001).

Another learning tool which falls in line with the constructionist theory is project based learning. This is a tool that I have found very useful in determining whether students are mastering the standards. Many times students can take tests well and have not truly assimilated the knowledge. ( I discover this every year during final exams.) Having the students use the information to create a project makes the information more real to them. Power Point is one tool for making projects that the students seem to enjoy. They can create a presentation using the information they are learning. This enables them to make connections which will assimilate the knowledge into their long term memory. Another project can be to create a book with a word processing program using images as well as words. These projects allow them to create practical applications to enhance their learning experiences (Orey, 2001)

Constructivism is a very useful theory in the standards based learning of today's educators. It allows the students to demonstrate mastery in creative ways.

Laureate Education, Inc. (Producer). (2008). Program six. Constructionist and Constructivist Learning Theories.[Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Orey, M. (Ed.). (2001) Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epitt/.

Cognitivism in Practice

Cognitive learning theories are based in information processing. This processing starts with sensory input when you receive the information and proceeds to short term memory where you work with the information. Finally the information is transferred to long term memory as the learner begins to make connections. The more connections that are made in long term memory, the easier the information is to access. For information to become part of the long term memory, it must be networked as declarative, procedural, or episodic (Laureate Press, Inc., 2008a). As a teacher, we need to provide as many connections as possible for the information to become long term knowledge for our students.
Using advanced organizers and cues is one area where one can use technology-based cognitive learning tools. As a new concept is being introduced, a teacher can use multimedia presentations with graphics to stimulate the sensory input by auditory and visual means. As the teacher proceeds with the learning, an advance organizer with cues and questions may be used to produce deeper learning from lower order questions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This can also lead to higher order questions. As the student is looking at the organizer, they can be given the ability to take notes in a word processing program with a template. This will help them sort through the information using cognitive skills. As a teacher guides the students through the note-taking process, the information connections can be made that will move the information into long term memory using the declarative experience (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Dr. Orey discusses “episodic experiences” as being a powerful cognitive tool. The virtual field trip is a good example of using an episodic learning tool (Laureate Press, Inc., 2008b). The students are able to go places they may never go and see things in the virtual field trip that will make an impression and a connection. These virtual field trips present information both through visual and auditory experiences. This will increase the sensory input and increase the chance that knowledge will move from short-term to long-term memory. As a world language teacher, this is a tool that I can use to enhance the classroom experience. Many of my students may never travel to some of the places we discuss in class. A virtual field trip will give them a chance to experience some of the culture as well as the country.

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theories. [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips. [Motion picture]. 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.

Behaviorism in Practice

Students sometimes believe that they cannot be successful before they even try to be successful in the classroom. One instructional strategy discussed in Using Technology with Classroom Instruction that Works was making charts of how a student's effort is reflected in his success in the classroom. This correlates with the principles of behaviorist learning theory in that a student can see that improving his effort in the class will improve his grade. This is a positive reinforcement that will encourage the student to increase their effort in class. Reinforcing effort helps the student better understand the relationship between effort and achievement. This is the theory behind behaviorist learning. Using data collection tools such as Excel adds technology to help the student be able to analyze the data.
Homework is one way students practice what they learn and typically a student needs approximately 24 practice sessions to achieve 80% competency. Positive reinforcement quickly will help the students' practice sessions be more successful. Using word processing programs for writing assignments can help a student get positive feedback immediately on grammar concepts. This positive reinforcement will produce learning stimuli need to make the student successful. Practicing what is learned with technology and getting quick feedback is using the behaviorist positive reinforcement method to provide the stimuli for learning.