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Constructivism is a theory in which learners build their own knowledge based on individual experience (Laureate education Inc., 2009). Constructivism theory moves away from the stereotypical classroom, with a teacher as provider of knowledge. In constructivism, students learn through inquiry, problem solving and constructing objects. I can look to my own life experience to validate constructivism as a solid learning approach. In 1978, my science teacher managed to acquire class sets of model rockets, motors, igniters and paint for every seventh grader she taught at O.E. Bell Jr. High School. We assembled each rocket, installed the parachute, webbing and motor, and then decorated each rocket. We spent a class session setting off each student’s product. I use this experience as an example because it is the only thing I remember from that class! I do not remember my classmates or my teacher’s name. However, I remember learning about Newton’s laws of motion, stored energy, chemical reactions and friction. I remember seeing how the information from my book finally made sense.
Modern technology can help facilitate learning experiences with today’s students. We can move from activities where teachers dispense knowledge to one where teachers guide students to find their own answers. These activities could be inquiry driven, problem solving or the creation of an artifact. Students may complete tasks individually, with a partner or as a group collaborative effort. When learners are engaged in tasks that have meaning in their own lives they find value in their efforts and retain more information.
References
Laureate Education Inc. (Producer). (2009). Program number 7. Constructionist and constructivist learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
26 May 2010
19 May 2010
Cognitivism in Practice
Cognitive learning theory is an information-processing model in which sensory input is processed in short-term memory. With enough practice, the information may be stored as declarative, procedural or episodic information in long-term memory (Laureate Education Inc., 2009). However, educators need to remember that students can process about 7 pieces of information at a time. I have made the mistake of forgetting this. I have found myself presenting too much information too fast. The result was learners who could not keep the information organized; and therefore learned very little.
As an educator, I can take steps to help facilitate information processing in learners and enhance learning outcomes. For example, I can give cues or ask relevant questions that get students thinking about what learning will take place. In addition, educators can utilize advance organizers to help students classify and understand the content they are about to learn (Pitler, Hubbel, Kuhn and Malenoski, 2007). Advance organizers come in many forms including expository, narrative and graphic organizers in print, electronic and multimedia formats.
Old-fashioned note taking is still a skill that facilitates student success. I remember going to history class in high school and writing down every word the instructor said. I wish I would have known that summarizing is more effective. Twenty-six years later, I still have the callous on my finger from the pencil. With modern technology, students can create organized notes resulting in better understanding of content. For example, students can use office software to write down key points, insert a visual representation and summarize key information. Web technology also allows students to assemble notes collaboratively through blogs or wikis.
Educators are better equipped than ever to engage students, present cues, ask relevant questions, and provide advance organizers to help students manage information. Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educatores provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.
References
Laureate Education Inc. (Producer). (2009).Cognitive learning theory [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.
As an educator, I can take steps to help facilitate information processing in learners and enhance learning outcomes. For example, I can give cues or ask relevant questions that get students thinking about what learning will take place. In addition, educators can utilize advance organizers to help students classify and understand the content they are about to learn (Pitler, Hubbel, Kuhn and Malenoski, 2007). Advance organizers come in many forms including expository, narrative and graphic organizers in print, electronic and multimedia formats.
Old-fashioned note taking is still a skill that facilitates student success. I remember going to history class in high school and writing down every word the instructor said. I wish I would have known that summarizing is more effective. Twenty-six years later, I still have the callous on my finger from the pencil. With modern technology, students can create organized notes resulting in better understanding of content. For example, students can use office software to write down key points, insert a visual representation and summarize key information. Web technology also allows students to assemble notes collaboratively through blogs or wikis.
Educators are better equipped than ever to engage students, present cues, ask relevant questions, and provide advance organizers to help students manage information. Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educatores provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.
References
Laureate Education Inc. (Producer). (2009).Cognitive learning theory [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.
12 May 2010
Reinforcing Effort and Homework through Behaviorist Learning Theory
I am currently participating in a class titled, “Bridging Learning Theory, Instruction, and Technology” through Walden University. The topic of discussion this week is behaviorist-learning theory, and how it may or may not correlate with certain instructional strategies. Behaviorism is the use of operant conditioning, positive and negative consequences, to manage learner behavior (Laureate Education Inc., 2009).
Positive reinforcement of student effort is a valid use of operant conditioning techniques. Some students do not understand that achievement levels are tied to effort (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our textbook provides instructions on how to develop data collection tools, build a spreadsheet and use rubrics to track how student effort corresponds with achievement. The results may be enough evidence to motivate learners to put forth maximum effort.
Technology and behaviorism may also combine to facilitate meaningful homework assignments. Many online resources are available that engage students in content, deepens their understanding and promotes learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners discover that utilizing software can lead to positive reinforcement from parents and teachers, and be fun at the same time.
One problem with using internet or computer based programs for homework is student access. I have learners who do not have a computer at home, do not have internet access, or cannot use the computer as a learning resource. Some of my students have a computer, but they share it with several siblings and their parents, all of whom seem to need it. Educators must know their students and avoid assigning homework that learners cannot complete.
References
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Positive reinforcement of student effort is a valid use of operant conditioning techniques. Some students do not understand that achievement levels are tied to effort (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our textbook provides instructions on how to develop data collection tools, build a spreadsheet and use rubrics to track how student effort corresponds with achievement. The results may be enough evidence to motivate learners to put forth maximum effort.
Technology and behaviorism may also combine to facilitate meaningful homework assignments. Many online resources are available that engage students in content, deepens their understanding and promotes learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners discover that utilizing software can lead to positive reinforcement from parents and teachers, and be fun at the same time.
One problem with using internet or computer based programs for homework is student access. I have learners who do not have a computer at home, do not have internet access, or cannot use the computer as a learning resource. Some of my students have a computer, but they share it with several siblings and their parents, all of whom seem to need it. Educators must know their students and avoid assigning homework that learners cannot complete.
References
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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