Constructivism in Practice

Constructivism as explained by Dr. Orey is the unique meaning that is constructed by each individual based on their prior knowledge. He makes reference to the meaning of the word "chair". Each person could construct something different as to their meaning. This brings me to an assignment I had to do in another graduate school class. We were asked to have our students draw a picture of a swing. their were no other instruction other than to draw a picture of what they saw when they visualized a swing. I had pictures of of swing sets, park swings, baby swings and porch swings.

Constructionism, on the other hand, requires that an external artifact be built that can be shared with others. "Using Technology with Classroom Instruction that Works" discusses the use of spreadsheets. Dr. Orey mentions the use of PowerPoint. Some other programs useful in constructing projects are Garage Band, Inspiration, and Comic Life. Students can use these technological programs to create their interpretions of concepts. I specifically used Comic Life to have my students create a comic strip showing that they understand what categorical data meant. I had one student that took snapshots of her classmates sucking on different flavors of lollipops. She illustrated that flavors of lollipops were data that could be categorized.

These hands-on approaches are ways for students to expand their meaning.

Cognitivism in Practice

With cognitive learning theory, a student makes an effort to organize, store and find relationships between old and new information, scripts and schema. Basically it is how information is processed by the mind.

Two instructional strategies that help students organize information are "Cues, Questions, and Advance Organizers", and "Summarizing and Note Taking"

Cues, Questions and Advance Organizers focuses on the students' ability to retrieve, use, and organize information. Technology tools can be used to create well-organized, visually appealing organizers. Some example technology tools are word processing applications, spreadsheet applications, organizing and brainstorming software, and multimedia applications.

Word processing programs can be used to create brochures, rubrics, stories, articles, artistic works, tables, and charts. Rubrics can also be created in spreadsheet software. Inspiration is an ideal tool for creating advance and graphic organizers. It allows learners to add and organize information as it is being introduced. Multimedia is a way for students to activate prior knowledge and develop a mental model to process new information.

Summarizing and Note Taking focuses on synthesizing information. Students take new information and place it into their own words. Some of the same technology tools can be used with the addition of communication software. Wikis and blogs allow groups to share resources.

All of these tools help students take information that is stored in their short term memory, link it to an experience to embed it in their long term memory. One tool we investigating was concept mapping. and virtual field trips. While I see the usefulness of virtual field trips in science and history, I found it difficult to find a virtual tool linked to mathematics. Concept mapping is an ideal way for students to link concepts together. I tried to create a concept map for Statistic. this could be used an introduction to the subject and what topics will be covered in the class. It can also be used as a review sheet. Since I allow open notebooks for the final, students could fill in the formulas and definitions as we cover the material. My Statistics concept map is shown above. This is just the beginning.

Behaviorism in Practice

Using Technology with Classroom Instruction that Works discusses two strategies that will help students acquire and integrate learning. These two strategies are reinforcing effort and homework and practice. Reinforcing effort focuses on teaching the students the importance of effort and having students keep track of their effort. Homework and practice should deepen a student's understanding and help him become proficient with skills.

Dr. Orey explains behaviorist theory as operant conditioning. It involves two parts: reinforcement and punishment. Reinforcement is more powerful. At one time programmed instruction was a method used to reinforce, but has morphed into the online tutorial. Using tutorials conditions students by presenting small amounts of information, guiding questions, and rewarding the correct answer.

One such tutorial or remediation program I have used is the web-based program Study Island for Algebra 2. The students take a pretest then have each of the PA State Standards in mathemtics they must complete a certain proficiency level. They are rewarded based on their percent proficiency with white or blue ribbons and "labeled" with BB, B, P, or A (Below Basic, Basic, Proficient, Advanced). The students have the opportunity to look at hints to their questions and to review a lesson. The students must continue the standard until they have earned the white or blue ribbon. A similar skills resource for English I reviewed was the English Grammar 101. Students practice basic grammar skills such as verbs, adjectives, adverbs, and prepositions. If the question is answered correctly the highlight area changes to blue. If it is incorrect, a red "X" appears. A score appears at the top of the page.

Tracking effort is another method for reinforcing proper behaviors in the classroom. I plan to use a track sheet that the students will keep on a weekly basis. Each day the students have an opportunity to earn points for the behaviors that are suppose to be exhibited such as coming to class on time, completing the warm-up, participating by answering questions and actively engaged in the classwork. Each week this sheets will be collected and points tallied. As the text described an effort rubric and recording the effort in an Excell spreadsheet, I could do something similar and have students keep track of their progress.

These instructional strategies are still very useful in the classroom, but not as the only instructional strategies. Students still need to know the purpose of learning the material and will have to apply these new skills to the real-world.

Bridging Learning Theory, Instruction, and Technology

Looking forward to some more technology uses in my classroom through this class from Walden University....bring it on!