Constructivist/Constructionist Learning Theories

In this week’s learning resources, Using Technology with Classroom Instruction that Works, refers to the instructional strategy of generating and testing hypotheses. The idea is to have students involved in the six steps of this strategy which involve, “(1) systems analysis, (2) problem solving, (3) historical investigation, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.203). This instructional strategy lends itself well to the constructionist theory of learning, as students go through the six steps, they create an experiment from which they are learning. This falls directly in line with our learning resources from Dr. Orey, in which he explains the constructionist learning and teaching strategy being applied best when people build external artifacts that they can share with others (Laureate, 2009).

Generating and testing hypotheses strategies build on Dr. Orey’s ideas of students’ first-hand experiences helping them to engage in learning processes. The steps of the generating and testing hypotheses strategy will have students assimilate or accommodate to the learning schema. Dr. Orey describes assimilation and accommodation where a learner either adds something to an existing schema and makes it fit, or creates a completely new schema for something that does not fit with past learning. As a student uses and develops these strategies, they will take in information and either assimilate it to something they already know or accommodate for it by creating newly stored knowledge (Laureate, 2009).

My own classroom experiences have led me to believe that student learning and engagement with course materials tends to be higher when the learning is more student-driven. Students working together and collaborating on ideas for their work will usually produce really high-end results. Growing access to technology in the classroom, along with many students’ advanced knowledge of technology resources and skills, creates a learning environment that falls directly in line with constructionist application. Students are able to take their own knowledge of technology and apply it to best fit the demands of their individual courses. Teachers will continue to find themselves guiding their students through lessons, rather than directly teaching them. As students assimilate and accommodate their learning, teachers will have to assimilate and accommodate their teaching practices to best fit the tech-savvy students they will encounter as they move forward in their careers.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Orey

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Behaviorist Learning Theories

Even though the concept of behaviorism has grown out of fashion in the education world, as Dr. Orey stated, behaviorist practices are still used every day in the classroom. It is something that we, as teachers, are involved with all the time, even if we focus on moving away from behaviorism’s basic concepts of operant conditioning. This week’s learning resources, focusing on effort and homework and practice strategies, have opened my eyes to ideas that behaviorist practices are being used in ways to greatly benefit students. These strategies can be effectively supported through behaviorist concepts related to reinforcement. The use of these strategies, along with supportive technology resources, can provide a framework for student success that is actually linked to behaviorist practices.

The idea of reinforcing student effort is certainly a concept that most teachers can relate to. The authors of Using Technology with Classroom Instruction that Works stated, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.155). This falls back upon the behaviorist concept of positive reinforcement for desired student responses. I see my own students failing to understand the relationship between effort and their work production, and I believe the strategies offered in the Using Technology text can help to bridge that gap. If students can understand how their own effort is directly related to their achievement, they will be able to resist tendencies to place blame for poor performance on outside factors. The internalization of their achievement places responsibility within the student to reach and achieve the desired outcomes and practices.

Homework and practice strategies and concepts can be extremely beneficial to student learning experiences, but they are often viewed in a negative light by both students and teachers. I try to connect homework to in-class lessons as a form of practice. I want my students to utilize their time outside of our class to become more familiar with the material that we cover throughout the day. Students will often regard this as repetitive and boring. While I try to make all work meaningful and effective for students, sometimes the practicing of concepts or ideas is the only way to ensure students truly understand material. Pitler, Hubbell, Kuhn, and Malenoski observed, “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency. Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.188). Whether homework or practice time occurs at school or at home, I try to incorporate some type of technology resource to “liven up” the work. I want to offer a variety of methods for introducing and covering material, so that students with varying learning styles can find a strategy that works best for them. Many times one of those strategies is found through homework or practice.

Resources

Laureate Education, Inc. (Executive Producer). (2009). Behaviorists 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.