Constructionist Theory

The instructional strategy “generating and testing hypotheses” correlates with the principles of constructivist/constructionist learning theories.  The constructionist theory asserts that students need to do research within their small groups when generating and testing a hypothesis. This ends with an artifact, according to the theory.

Using technology would allow students to generate a final project.  The most popular technology tool used to create a final project is PowerPoint.  Students can work in a small group to make a PowerPoint and present it to their classmates.  There were several examples in our reading that covered how a hypothesis could be tested and how students could end with a final project.  Letting the students work in small groups and making sure the teacher only helps when needed is the most effective path to student learning. 

According to Pitler, Hubbell, Kuhn and Malenoski, when using the instructional strategy of generating and testing hypotheses, there are six steps that need to be completed: systems analysis, problem solving, historical investigation, invention, experimental inquiry and decision making.  These steps correlate with the constructivist/constructionist theory.

When I first started reading about generating and testing hypotheses, I was not sure how I would use it in my Kindergarten classroom.  My initial thinking was that there is no way my kids could do this.  When I think of testing hypotheses, I think of science – and I remember this was something I struggled with, even into my high school years.  As I continued to read, however, I began to realize how to tie in the constructivist theory. I soon discovered that there would actually be several ways my students could do this.  In fact, if given the proper instructions and guidance, I think my students could eventually learn to generate a PowerPoint as a group and then present it to the class.

I have learned so many different ideas that will allow me to incorporate technology thanks to the use of different instructional strategies.  I thought I was teaching my Kindergarten students technology the best I could with our limited technology supplies, but have now started to realize there is so much more I can do. That is both exciting and reassuring.

Reference:

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

Cognitive Tools

When looking at the instructional strategies and how they correlate with the principles of cognitive learning theory, I actually found several ways.  To begin with, the instructional strategy “cues, questions, and advance organizers” focuses on enhancing students’ ability to retrieve, use, and organize information about a topic. (Hubbell, Kuhn, & Malenoski, 2007).  According to this strategy it is very important to keep information organized while working on a project.  One tool that I have learned about that would help this process is concept mapping.  This organizes the information and is an easy visual.  Also, it has been known that visuals are a very important cognitive learning tool.  The example given in our reading by Hubbell, Kuhn, & Malenoski about making a brochure before going on a trip would give a great opportunity to usual visuals.  It seems that this focuses a lot on being able to make the connections and keeping it in the long term memory in order to retrieve it at a later time.  Setting goals seems to be an important factor of both the instructional strategy and the cognitive learning theory.

When looking at the instructional strategy “summarizing and note taking,” it seems that students need to be able to summarize information that has been given and connect it with something to store it in the long term memory.  Summarizing and note taking is not an instructional strategy that is used a lot in my Kindergarten class.  My students are not ready to take notes since they are just now learning the difference between a letter and a word.  I do, however, have my student retell or summarize a story that has been read through pictures.  After reading the story to them they draw pictures to retell.  By using this tool the students are learning to delete information and how to keep the important information. 

Using these different strategies will help improve the students’ understanding and learning of the material being taught.  These strategies are also putting technology into the classroom even more.

References:

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

EDUC 6711 App 2

Behaviorist learning theory still has a place in today’s classroom. I still witness and sometimes make use of rewards and punishment in myself in my own classroom.  In a system of this nature, according to Orey, students are given a reward for correct and appropriate behavior and a punishment for inappropriate behavior.  I believe the degree of punishment should be tied to the degree of misbehavior that takes place on the part of the student.  Taking recess away for talking in class or for running in the hallway is not very effective, in my opinion.  It is our place, as teachers, to teach what is expected and to always be consistent.

Dr. Orey commented on a behavior system that is used in his own son’s classroom.  It utilizes a moving clip to let students know where they stand in terms of their behavior. Some teachers feel that this visual reminder is important for the students.  I believe that this is a difficult system for the teacher to track. It also can create too much negativity for a student that often finds himself in trouble. For these reasons, I do not use a behavior system of this nature in my classroom. Instead, I have learned other techniques to get my students to behave well and do what is expected of them in my classroom.

I start with working to get them to understand the meaning of the word ‘respect.’  Since I believe you have to give respect in order to receive it, I treat my students just like I want them to treat me.  I also do a lot of modeling and procedure practice with the kids. Since I teach Kindergarten, I usually end up spending the first month just working on procedures and practicing appropriate behavior for school.

When putting technology into lessons, the behaviorist learning theory can be particularly effective. A good example would be with drill and practice.  It is important to do things several times to help the kids pick up on it. Without adequate practice, they will not fully learn and understand the subject. An example of drill and practice that is effective would be the tutorial programs that come with most computer software.  Most students make a connection to programs like this because they (at least at the age level I teach) see computers as fun and rewarding. 

I think the behaviorist theory will be used for quite some time.  While I have only mentioned a few examples here, I am sure every teacher has his or her own perspective on the theory and how it is best implemented in today’s classrooms.

References:

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

Laureate Education, Inc. (Behaviorist Learning Theory). (2011). Bridging learnin