Constructionism in Practice

Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). Students working on project based learning, problem-solving and inquiry based learning, all have to produce artifacts to support their learning (Orey, 2001). For many students the three types of learning in groups can help them to share the information they have collect with others.

Technology can also help students build artifacts and share information through the use of spreadsheets, graphs, and using web based resources. Videos, vodcasts,blogs and voicethreads can all be used to present the information and produce artifacts (Pitler et al, 2007).

In a project that my students worked on for five years, students had to measure the entire high school. Every window, every floor and every light fixture had its measurements taken. This information was all placed on spreadsheets and eventually used to figure the energy efficiency of the building. This was wonderful practice for the following year when they had to take these same measurements in teacher’s homes and then report to them on the energy efficiency of their private residences. All of the information gathered for both private homes and the high school lead to energy savings, sharing of information and artifacts of the students work.


Laureate Education, Inc. (Producer).(2009). Constructionist and constructivist learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology.Baltimore:
Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom
instruction that works. Alexandria, VA: ASCD.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitivism in Practice

The section of the text about using word processing spreadsheets applies to the areas of cognitive learning that are declarative and procedural. Declarative is by giving facts and procedural is by calculating the information to determine an outcome (Laureate, 2009). A word processing application can be used in a variety of ways. To help students calculate information, chart their information, put the information into a brochure form, or turn the information into a narrative. A word processor can also summarize an article or the student may write their own article and use the Auto Summarize to see if what they wrote is correct or if they need to rewrite the article. (Pitler et al., 2007).

A PowerPoint presentation or other multimedia presentation can be a type of cognitive learning called elaboration. Elaboration is a way to connect thoughts and ideas through images and labels. A teacher may also create an outline or template using Inspirations. This can help the student learn information and solve problems in an organized and procedural way. Students may also use cognitive learning through an episodic event. This may occur by using a video clips (Laureate, 2009).

All of the learning information seems to enforce the fact that there is so much to do and so little time. Just this week I have shown a short video clip on dating that seemed to spark better discussion of the subject. We saw a video on Operation Santa the made students come up with a better mind frame on why this is an important project. It also introduced them to the concept of a vodcast and they are ready to take on the challenge of producing a vodcast for public viewing.

There are many ways students may demonstrate cognitive learning using technology. A virtual field trip may be just what a class needs to help them become better learners and more receptive to new ideas through the use of technology. Resources on the internet seem to be unlimited and can increase classroom interest and learning.

Laureate Education, Inc. (Producer).(2009). Cognitive learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

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

Behaviorism in Practice

A statement presented was that not all students realize the importance of believing in effort (Pitler et al., 2007). Just this week my high school students in an advisory class won their second, all school competition. They cannot believe they will be eating breakfast in class as a prize for winning the competition. The most common statement was, “We didn’t even try that hard.” This will be the perfect opportunity to introduce Excel spreadsheets and graphing to demonstrate how much time and effort is being put into a project and the results of that project. This will help the students to make the correlation between effort and achievement.

Homework can be beneficial if used in the correct context. There should be a clear cut homework policy made by the teacher and a distinct purpose and outcome of that homework (Pilter et al, 2007). Homework should not be endless worksheets without specific purpose. For many subjects there are a variety of software and websites available that can make practice learning more interesting and varied.

I teach Home Economics. To my knowledge there is no software or websites available to help teach life skills so I want to start deferring back to using the Excel program and using graphing and charting to show progress in student learning. I think my parents will support me in my quest to have students learn housecleaning skills. Parents will be given a rubric to grade student’s cleaning and students will be timing each task and how long it takes. Using a chart they can graph how quickly and efficiently they learn to do each cleaning task. The idea is for the length of time to accomplish a task to decrease as the student becomes more proficient with the household task.

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