Constructionism

Constructionism is what I would call hands on learning. According to Dr. Orey, constructionism states “that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001). I think it can place a student in the ZPD (Zone of Proximal Development), which is the difference between what a student can do with a MKO (More Knowledgeable Other) and what they can do by themselves (Learning-theories.com, 2013). When students are creating as they learn they are able to ask questions, have that hands-on understanding, and create their own understanding. Constructionism involves many different elements including rubrics, “presentation of work, Learner collaboration, Learners engaging in "genuine," authentic real-world tasks” (Orey, 2001). In the resources this week I read about generating and testing hypotheses. Both of these ideas correlate with the ideas of constructionism. According to the book Using Technology with Classroom Instruction that Works it states “four processes that teachers can use to help students generate and test hypotheses are (1) system analysis, (2) problem solving, (3) experimental inquiry, and (4) investigation” (Pitler, Hubbell, Kuhn, 2012). These tasks have students doing research, presentation of that research, asking and answering questions, and working together. These require critical thinking skills and depth of knowledge that we want to engage our students in. Technology is an essential tool for making generating and testing hypotheses easier. With new software students “spend more time interpreting the data rather than gathering data”, it allows for more inquire based thinking (Pitler et al. 2012, p. 205). Learning-Theories.com. (2013). Social Development Theory (Vygotsky). Retrieved from Learning-Theories.com: http://www.learning-theories.com/vygotskys-social-learning-theory.html 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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Cognitive Learning Theory

Many of the resources that I have explored this week deal with Cognitive Learning Theory, more specifically elaboration and dual coding. Elaboration theory states that “content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.”(Learning-Theories.Com, 2013, para 1). Dr. Orey states that dual coding is information that is stored two ways, with a picture and the labeling of that image (Laureate, 2011). When students are taught strategies that incorporate these ideas it helps them to make connections to material and it gives them the tools to retrieve that information. A few strategies that integrate these theories are cues, questions, note taking, summarizing, concept mapping (advanced organizers), and virtual field trips. Cues and questions are tools that help students during a lesson. In the book Using Technology with Classroom Instruction that Works it states, “Cues are “hints” to students about the content of a lesson, providing information on what the students already know as well as some new information on the topic” (Pitler, Hunnell, Kuhn, 2012, p.91). Questions, or essential questions, “allow students to access previously learned information on the topic, and teaches to assess what the students do not already know” (Pitler et al. 2012) p.91). These two tools help students make connections to prior knowledge. It helps to give them reference point when learning new material. Summarizing is another tool that correlates with Cognitive Learning Theory. Summarizing is organizing and condensing information, then putting it into your own words. Pitler et al. suggest teaching rule based summarizing which “provides students with a process to apply as they summarize and gives them a structure to guide them” (2012, p. 148). The steps include removing information that is not needed for understanding, remove words that are repeated, use one word to descried listed items that are alike (dogs instead of Doberman, Labrador Retriever, Boston Terrier), and topic sentence from the writing or make your own (Pitler et. al, 2012 p.149). This allows students to put information in their own words, using words that will help them to make those crucial connections to make retrieval easier. Dual coding uses words and images. Students need to see images that coincide with what is being taught, and ways to make connections to help get the new information into their long-term memory. Some strategies that involve both elaboration and dual coding are note taking, concept mapping (advanced organizers), and virtual field trips Note taking utilizes these ideas when note taking is more than just words. Pitler et al. states “A format that has a strong impact is combination notes, which employ outlining, webbing, and pictographs in addition to words” (pp.150-151). Concept mapping uses images, webbing, etc that help the learner make connections that enhance their ability to retrieve information. Virtual field trips use images and video that grab the student’s attention. All of these use images and labeling of those images. Pitler et al. (2012) states “Graphic representation has been shown to produce a produce a percentile gain of 39 points in student achievement” (p.151). All of these strategies help students to move more information into long term memory. It gives them tools to retrieve what they have forgot they know by making connections that trigger their memory. 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 Com, L.-T. (2013). Elaboration Theory (Reigeluth). Retrieved from Learning-Theories. Com: http://www.learning-theories.com/elaboration-theory-reigeluth.html Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Behavioist Learning Theory

Behaviorist learning theory involves a change in the behavior of a person due to a stimulus-response by the learner. According to Standridge, “An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action” (Smith, 1999). In the book Using Technology with Classroom Instruction that works, there are many strategies discussed that combine technology and behaviorist learning theory. One of the strategies discussed is reinforcing effort. According to Pitler (2012), “reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pg. 57). This strategy is about helping students to recognize the reward from hard work. Pitler (2012) states, “One easy way to help students make the connection between effort and achievement is by using a spreadsheet” (Pg. 58). Students are taught how to use a spreadsheet to graph their score on their classwork and an effort score. According to Pitler, the teacher needs to make an effort rubric that students will understand so that they have a true understanding of the effort they are putting forth (2012). Students need to make a real connection between the two. This corresponds to the behaviorist learning theory because it is teaching students to find their own reward or possible punishment. They learn if they put forth a lot of effort the graph increases and if they do not the graph decreases. In my school, data notebooks are used. Students graph their test scores and set goals. The students get excited to see their graph increase, however they are doing them by hand and do not discuss effort. I plan on introducing this to the teachers at my schools. Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). 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.htm