Constructivism in Practice

Problem-based and project-based learning experiences can be powerful when incorporated into the classroom. I have always believed that learning this way rather than lecturing and notetaking was more effective, I just did not know exactly why. After Dr. Orey spoke about constructivism and construction.....I understand how the students learn through these experiences. Constructionism is important in the classroom, because is all about first hand personal experiences, and that is what learning is all about. We, as teachers, want our students to relate their learning to their lives and make it personal.  The mechanism that go along with this are; assimilation, equilibration, and accomidation.  All of these mechanism should be incorporated in the methods of how we teacher. We need to make sure our teaching can fit for intpretation, achieve balance, and allow for understanding of new concepts.

Generating and testing hypotheses is a strategy that can help students learn and greatly related to the constructivism theory.  Ever since I was in my undergraduate study, I have always related hypotheses to science concepts and teaching. However, after reading Using Technology With Classroom Instructions that Work.... I have changed my thinking.  There are six ways that teachers can help students to test and generate hypotheses. I see myself using three of these in my Social Studies class. One of the tasks I use is; problem solving. Problem solving is crucial in any subject area, it helps students to be sound and responsible citizens in Social Studies. I try to teach my students about the constution and historical concepts, then I ask them to put themselves in another type of situation and problem solve. The second one I use is; historical investigations. My students especially love to "mysteries in history". We recently did these in social studies on major unsolved American mysteries, like the disapperance of Amelia Earhart, Salem Witch Trials, Linberg Baby Kidnapping, JFK assassination, Lincoln Assassination, and many more.  My kids truly enjoyed this learning experience and it matched the constructivsm theory is several ways. First, the students felts as though they were gaining insight and investigators on the case, first hand. This also allowed them to come up with their own interpretation of what happened....another powerful experience for them.  Also, decision making is another strategy I use when teaching in Social Studies. I am often asking my students to make their own decisions and what they would do if they were in a certain type of situation......usually this requires them to do some higher level thinking skills.

Technology plays a very vital role in engaging students and incorporating the above strategies. I am constantly having my students use internet resources for research, practice, and even review. Pitler et al, describes "When teachers vary the processes in their classroom, they are following the classroom recommendation that their students be engaged in different types of hypothesis generation". I believe that if the same routine is constantly followed for learning experiences, students will get bored and stop learning.   Muzzy Lane's "Making History" is a great website to allow for assimilation in the classroom with historical concepts and understanding, this is something I would like to use. It reminds me of the "Oregon Trail" game I use to play when I was in elementary school, it engaged me in learning about historical concepts, and required me to use economic skill and decision making was encouraged...very powerful!

Cognitive Tools- Concept Map

Here is the concept map I created for my virtual field trip: "Guatemala"

Cognitivism in Practice

Dr. Orey (2009) describes what cognitive learning is all about, it is about registerying information to short term memory and then getting it to the long term memory- that is our goal as teachers. Often times when I teach, I am try to figure out ways to show students how important the information is that they are learning, convincing them that they will need this LATER in life, that way some how maybe it will get into their long term memory? I think not.  There are several ways that Dr. Orey and other experts have suggested to get students to retain information for the long haul.  Firstly, you want to connect the information to the student's lives, you want to relate the information to their life, at sixth grade this is tricky.  There are many tools that can be used to assit with this task, concept maps, organizer, visuals, dramas, and other cognitive tools. 
Teachers want to organize the information in a fashion that makes sense to students. First, I usually make sure to present the information in a powerpoint and often times show a video that would apply to them, through the wonderful website of united streaming- which my school subscribes.  This video tool not only reinforces what I am teaching, but it always makes learning interesting for students and gives them a visual to remember.  Another thing I focus on is note taking and summarizing.  My powerpoints can be lengthening, often times I break them up into chunks and help kids to put in "their own words", this makes the learning more personal for them.  Often time we use graphic organizers for students to put their notes and ideas down on, this helps to get started and make learning more connected to their lives. I am a type "A" person, and often times I teach my students good organization skills, because it is an important aspect of being a successful learning, knowing how things relate and also how they are connected.
In my language arts class, I am finding various ways to incorporate new technology skills with my students. We have differentiated our instruction and breaking students up into smaller learning groups, I am taking soem of the more advanced students and having them create their own blogs for the use of publishing their writing and sharing feedback with eachother. I have found this to be a very successful tool for students to engage in their learning and to make writing more meaningful and interesting to them.  They feel proud to be able to share their writing with others in their class and publish online! 
Overall, I believe that the cognitive learning theories are very helpful in teaching kids and helping them to retain the important information they must know into their adulthood. I am constantly looking for new ways to incorporate technology and help students learn more. 

Laureate Education, Inc. (Executrive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Using Technology with Classroom Instruction that Works

Behaviorism:
Every time I think of behaviorism I think of the negative things attached to the word, like "retention".  However, Dr. Orey brings up some awesome points on what behaviorism really is and how we use behaviorism in classroom today. First, off behaviorism is about modeling  and reinforcing appropriate behavior. In my classroom, I am constantly modeling positive relationships with students and praising them when they make the "right choice", this is reinforicing positive behavior.  I truly believe that in today's classroom there must be a classroom community, where students feel safe and part of a larger group, in this community positive behavior and relationship skills are built. All part of  behaviorism.

Reinforcing Effort:
I am constantly reinforcing effort with my students, this goes right along with building relationships and encourage students to make good choices, when they do reinforce through "good jobs" and "way to go".  For assignments and even tests, have students grade themselves, this way the students know EXACTLY what they did wrong and what they did right, allowing them another opportunity to learn and track their own ability.  When we do projects I have my students fill out their own rubric and effort, did they try their best and put forth 100% effort, they are usually quite honest! Through this experience is teaches my students to be honest and trustworthy and to really look at themselves and think.

Homework and Practice:
Homework is designed to be done outside of the classroom. Children need to practice and practice at least 24 hours before really retaining the skill (Pitler, et al, 2007).  Exposure to the concept in various form allows for the student to master to skills and put it into their long term memory.  Sometimes it is difficult for students to do this without help from others, during the school day they must get help from their teacher and at night, they must get help from a parent, but what is no one is able to help them after school? I believe the more practice a student gets and even if they struggle through it they are learning and retaining the skill at some level.  Technology allows for students to get immediate feedback and know exactly where they are in the learning process.  But, it is important that they are monitered when using technology and know how to use it properly.


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




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