Constructionism Theory

Dr. Michael Orey explained the difference between the constructivism theory and constructionism theory and how the constructionism theory applies more fittingly to the classroom.  The main idea is that students build external artifacts to support their learning (2010).  Project-based approaches can support the constructionism theory, by allowing the students to create, solve and share their findings with others.  The constructionism theory wants students to assimilate and accommodate new information based on their discoveries.  Either way the students are learning to retain new information and in some cases altering their beliefs and understanding of the world around them. 

In the book, Using Technology with Classroom Instruction that Works, chapter eleven focuses on generating and testing hypotheses.  Many of the examples used in this chapter support the constructionism theory.  First off, generating hypotheses allow the students to use the information they all ready know to be true.  Whether they are solving a problem, investigating or analyzing, they will need to make assimilations or accommodations for the information they discover.  Students can use spreadsheet software, data collection tools and web resources to interpret data.  Using these technology-based tools allow the students to spend more time interpreting data as opposed to gathering it (2007).  Having the students generate hypotheses, collect and analyze data, then edit their original predictions allows the student to experience what constructionism theory describes as disequilibration.  In the end, the goal is bring the brain back to equilibration by successfully having the students make sense of their external reality and their schema (2010).

Laureate Education, Inc. (Executive Producer). (2010). Program nine. Connectivism as a learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Nutrition Concept Map

Stemming Question:

How do the six essential nutrients correlate with the nutritional food groups?

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Cognitive Learning Theory and Supportive Classroom Strategies

The cognitive learning theory strongly focuses on how our brains process information, from sensory input, to short-term memory and eventually long-term memory.  In Laureate Education Inc. videos Dr. Michael Orey explained four ways a teacher can support the cognitive learning theory in their classroom (2010).  First we need to make sure we do not over give too much new information at once, the average person's short term memory can only absorb seven new pieces of information at a time.  We also need to elaborate, use images effectively and create episodic experiences.

After reading chapters four and six in the book, Using Technology with Classroom Instruction that Works, I found some strategies that support the cognitive learning theory.  Chapter six focuses on summarizing and note taking.  Summarizing allows students to delete, substitute and keep information throughout the process.  Note taking is effective in many forms, but it is always better when there is graphic representation, which also supports the cognitive learning theory.  By summarizing and note taking the students must elaborate and have the opportunity to add pictographs or other forms of visual representation.  Chapter four focuses on advanced organizers.  This can correlate with the cognitive learning theory's principles by elaborating on a certain topic (2007).  The cognitive learning theory believes elaboration is important due to the connections it can make with other pieces of information, which makes a person more likely to store the new information in their long-term memory.

When students use summarizing, note taking or advanced organizing skills and teacher presentations the information in appropriate amounts, the cognitive learning theory would suggest the students have a good chance of making connections, understanding the information on a deeper level and are more likely to store it in their long-term memory.  The teacher can even further support this theory by presenting the information in creative ways that create episodic experiences.  Letting the students experience their learning through new methods of teaching will allow the students to hold on to memories and connect the information to a particular situation, moment or episode in their life.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

The Behaviorist Theory in Twenty-First Century Classrooms

Looking at the behaviorist theory and applying it to today's classroom is still appropriate and current with twenty-first century skills and objectives.  In the book, Using Technology with Classroom Instruction that Works, the authors give concrete examples in ways to implement technology-based projects that support the behaviorist theory.  For most teachers we think of behavior management when it comes to the behaviorist theory.  We want to reinforce positive behaviors and set consequences for negative behaviors.  The book gives a prime example of a positive way to reinforce effort.  They suggest creating an effort rubric that allows the teacher, or even better, the students to reflect and evaluate their performance in the classroom.  Teachers know that effort has a major impact on student success and this is a great way for the students to learn the importance of effort.  If the students use the rubric to evaluate their effort and are given the scores to corresponding assignments they can chart this data in excel and eventually create graphs that will display the effect effort has on their assignment grades (2007).  This strongly supports the behaviorist theory of reinforcing effort and can easily incorporate technology to support twenty-first century skills.

The behaviorist theory also believes that the drill and practice method to learning can be highly successful; I believe, if it is used in the right setting it can be.  The book gives many suggestions in chapter ten that focuses on homework and practice when technology can be used to support the behaviorist theory and its stress on programmed instruction and tutorials.  Students can use computers to complete PowerPoint tutorials, educational games or another form of step-by-step learning (2007).  Allowing the students to learn at their own pace and practice a particular skill in a drill-like manner, can increase the student's success in the classroom.  As educators we recognize the importance of learning through discovery and being creative, but some fundamental skills need to taught and learned through drill and practice, this is when the behaviorist theory can support certain methods of instruction.

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