Constructivism in Practice

Dr. Orey (Laureate Education, Inc, 2011) describes constructivism as a theory of learning, stating people learn best when they build an external artifact. When a student creates a project, she or he individualizes their learning and creates something for themselves that is unique, a condition which ties cognitive learning to constructivism. Dr. Orey (Laureate Education, 2011) also talks about assimilation, in which new knowledge is fit into an existing schema, and accomodation, where an existing schema is altered to fit the new data. Accomodation happens less frequently, as it requires a larger intellectual and emotional investment to actually change part of a person's belief structure and rebuild it to gain knowledge.

Pitler, Hubbell, Kuhn & Malenoski (2007) give several examples of projects and concepts which fit into constructivism in their chapter titled Generating and Testing Hypothesis. Students are using spreadsheets to test hypothesis based on how to save money, testing hypothesis for existence of acid rain in a community, and participating in war games to teach actions taken during World War II. In all of these project examples, students are either assimilating or accomodating their schemas based on their own individual experiences. The projects make this learning almost transparent to the student, as they are engaged and excited to think through and test their hypotheses.

The concepts described by Pitler et al. (2007) which fit into the constructivist theory are experimental inquiry and decision making. Although these are part of the steps for the project completion in testing hypotheses, they need to be mentioned separately as they are the steps that will most likely alter schema in some way. During the experimental inquiry stage, students are most likely assimilating various amounts of data, as they are in the most exciting phase of their project. Their beliefs are becoming more strengthened or more challenged. In the decision making phase, students will have to assimilate and accept their hypothesis, or they may have to accomodate, change their schema to match what they have found, and reject their hypothesis.

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

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

Classroom Examples of Cognitive Learning Theory

This week in class we are learning about Cognitive Learning Theory, and learning about and using tools that support cognitive learning in the classroom.  Dr. Orey (Laureate Education, Inc., 2011) discusses several components of Cognitive Learning Theory in the Laureate Education video.  Among those discussed are Pavio's dual coding hypothesis, Information processing to short term to long term memory flow, and specific components of long term memory, such as long term memory storing declarative facts and information, procedures, and episodic memory. 

Our class textbook Using Technology with Classroom Instruction that Works gives several examples of these theories being used in the classroom.  Expository advance organizers (Pitler, Hubbell, Kuhn & Malenoski, 2007) include brochures, definitions, rubrics, and programs.  These are all examples of supporting Pavio's dual coding hypothesis, as pictures are associated with concepts and have a better chance of being retrieved in the future.

Organizing and brainstorming software (Pitler et al, 2007), such as Kidspiration, allow learners to add and organize information as it is being introduced.  This supports the idea that declarative facts are stored in long-term memory, and that long-term memory is improved by the connections made between ideas.  If data is not organized going in, retrieval will be more difficult or impossible.  Using organizing software also can give that visual picture which once again supports Pavio's dual coding hypothesis. 

Multimedia again supports Pavio's hypothesis as pictures and images are associated with concepts.  Virtual field trips takes this one step further and gives the episodic experience that helps with long-term memory.  If students are able to view important historical places online or take a live tour of a museum, that long-term memory will be strengthened and that concept will have a much more chance of being recalled at a later date. 

As a math teacher, I was interested in how I could apply cognitive learning theory to mathematics.  In reflecting on my own teaching, I realized that thinking through a problem out loud, which I do frequently with my students, supports the creation of an episodic memory for my students, especially if I am lucky enough to give my out-loud thought process the right amount of humor and able to make it interesting.  This is an important realization as I think it is important to realize some of these techniques are already being practiced in class, and now I have reason and theory behind them. 

For further ideas on how teaching math and cognitive theory can be combined, please visit this website by The Access Center, which is funded by the U.S. Department of Education. 

http://www.k8accesscenter.org/training_resources/LearningStrategies_Mathematics.asp




References:

Laureate Education, Inc. (Producer). (2011). 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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorist Learning Theory in the Classroom

This week's blog looks at how different instructional strategies from our text Using Technology with Classroom Instruction line up with behaviorist learning theory.  The two chapters covered this week were "Reinforcing Effort" and "Homework and Practice."

Pitler, Hubbell, Kuhn & Malenoski (2007) make a generalization that not all students realize the importance of believing in effort.  In my own 7th grade class, we were discussing just last week how important effort is, and how effort (my students used determination instead of effort) really is the main driver of being successful.  An effort rubric is presented in after the generalization is made, and it is not only an excellent tool for students to become experts at recognizing their effort level, it is also an example of behaviorist theory, as following the rubric repeatedly will lead most likely lead to success.  I believe this because as Smith (2009) states, learning is helped when objectives are clear.  If a student knows exactly what effort looks like and is able to repeat a behavior over and over based on clear expectations, positive reinforcement is taking and will take place.

Also regarding effort, Pitler et al (2007) suggest using Microsoft Excel for students to track their own performance, showing another example of a positive behavior being reinforced.  Students will naturally aim to do better, and will be able to see visually their progress.  The only other suggestion here would be for struggling students.  Varying levels of difficulty or adding in a homework graph that correlates with a quiz graph may motivate students who typically score low on quizzes, and where showing quiz grades only, for example, may only reinforce a hopeless direction for the student.

Pitler et al (2007) shows in Chapter 10 "Homework and Practice" that mastering a skill requires focused practice.  This reinforcement of a concept through homework also falls in line with behaviorist learning, as the right process to solve a problem is reinforced.  As long as homework is relevant and is reviewed, the practice will help strengthen knowledge of a topic.  I give 10 points per homework assignment in my math class, checking student homework while they work on a "Do Now" activity each morning.  I scan the homework, focusing on a particular problem or looking for quick overall comprehension.  Students only need to attempt each problem to earn credit, and correct any problems when I give the answers.  Students seem to be conditioned to attempting the problems, and now I am working on students correcting the problems when I give the answers.  Students who follow my directions have a solid homework grade and do well on their weekly quizzes and unit tests.

Since I am a math teacher, I searched for any lessons or information linking math and behaviorism.  I came across this Green Beaners website that has some interesting math lessons and information on Skinner and behaviorism.  Check it out!!

https://www.msu.edu/~purcelll/matrix.htm

You can navigate back to the Green Beaners home page and find more information.


References:

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-behavourist.htmSmith, K. (1999).