Constructivist/Constructionist Learning Theories

Learning about constructivist/constructionist learning theories is very interesting because I can see some real validity in its points.  The basis behind the theory is that one learns through experiences and not all people leave the same experience with same understanding.  Watching the video this week, the chair example really helped me to understand this idea.  When I think of a chair, it is not the same chair that someone else pictures.  I have a picture of a chair in my mind based on my experiences, where as someone else’s picture of a chair is based on their experiences.  This supports the idea that learning has to happen through experience.  If I were to tell someone that blue and yellow make green, they might believe me, but they are more apt to remember it if they experience the change through an experiment. 

When reading through the “Generating and Testing Hypotheses” section in the course text, the spreadsheet section drew my attention.  Being a math teacher, I can see this as a great tool to use for teaching budgets.  The students can be told about bills and finances in the future, but will they really understand saving, withdrawing, debt, etc?  If the students live through an experience in the classroom utilizing a spreadsheet program that practices real-life budgeting, wouldn’t they learn a lot more?  I can see this experience being one that sticks with them and when they are an adult using some of the skills we talked about in the classroom. 

The key idea that I took away from all the resources is that of experiences.  In order for a person to learn something new this component is vital.  Not just any experience will do either; it needs to be an experience that is authentic and valid to the students.

Cognitive Learning Theory Tools

After reading about Cognitive Learning theories and their implications in present day education it became apparent that these two things are closely related.  Since cognitive learning theory is based on the assumption that we learn from making connections with previous knowledge and in essence build a “map” in our brain, we as educators have an important role of constructing those connections in our student’s “maps”.  There are many educators who believe that a teacher’s effectiveness is correlated to the method of instruction and the types of resources they bring to a lesson to help their students make connections with pervious learning.         

From reading our text, Using Technology with Classroom Instruction that Works, it is apparent that there are some great organization tools that will aide in making learning effective and clear.  The first of these is Cues.  I found it enlightening when the authors clearly stated that cues should not be ambiguous, but they should be straightforward.  I have always lived under the assumption that cues were to be vague enough to not give the answer, but to guide in the right direction, but now I know that I was not helping my students learn this way.  Using the method of straightforward cues, the students will get to the information faster and start to make the connections and build their “map” like we want to occur. 

The next tool that I feel lends itself nicely to cognitive learning theory is using advanced organizers.  Since our brain is a map, so to speak, doesn’t it make sense that we would learn best by having information neatly organized for us to learn from?  I am a person that likes to have things a certain way and I can see the validity in this, but it also makes me wonder if everyone will learn with the information organized in the fashion that the teacher created?  I know from my experience, I tend to organize worksheets and handouts in my classroom different than the other Math teachers, not that anyone is right or wrong, but I like how using technology to organize thoughts lets that students have some freedom in the type of layout they feel is best.

Last but not least, I was intrigued by the summarizing piece.  I was unaware of some of the features that word processing software has that would make teaching summarizing a lot easier.  Since the computer can easily cross out redundant information and highlight important parts, it is a great learning tool that can be projected in the classroom for the whole class to discuss.  In addition, the students can use this feature to help summarize text in all kinds of classes.

In closing, I was impressed with all the types of learning tools that are available to us, as teachers, that do not cost anything out of pocket.  There are so many learning tools that are based upon learning theories that try to convince us that we need to purchase additional items to be effective.  I appreciate all the useful information using tools that are at our fingertips.

Resources:

Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall retrieved from http://teachnet.edb.utexas.edu/~Lynda_abbot/Cognitive.html

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

Behaviorism in Practice

Behaviorism is a learning theory that has been developed and modified by many theorists such as Skinner and Pavlov.  Each originator of this theory based their ideas and modifications of the theory on the idea that everyone starts with a clean slate when they are born and over time we learn and grow through stimuli in the environment (Learning Theories Knowledgebase, 2011).  The developers of this theory also determined that growth is observable through behavior and not through any mental process like other learning theories (Smith, 1999).

One instructional theory that can be adapted to behaviorism is reinforcing effort.  Effort is sometimes overlooked by many students since it is not an immediate reinforcement situation.  Effort, however, is key to learning and if we can find a way for it to be rewarded and encouraged, then students might see the relevance and importance of it.  To find success in this strategy, a teacher needs to teach students the importance of effort and have the students track their effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Using technology to track the effort and achievements can paint a picture that is clear for the students and they can see how their effort is improving their achievement.  By using technology to track progress, the teacher has an easy and quick method to track all students.  In addition to its ease of use, many programs allow the user to quickly print graphs that can be easily interpreted and visually influence students. 

If effort is reinforced and rewarded, then the students will continue to put forth the effort, just like other behaviors.  If students do not see the relevance and connection between their effort and their success, then they are likely to not continue the behavior.

Another instructional theory that can be adapted to behaviorism theory is homework and practice.  Homework provides multiple exposures to a concept and skill which is the basis behind developing new behaviors.  If a student is exposed to the experiences, then they have the opportunity to learn a new skill, but the students need to see the purpose of the assignments they are given (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Many students see homework as just busy work, but if the teacher can help the students see the importance of it through clearly articulating it to the class, then the students are more likely to take the homework seriously.  Not only do students need to see the importance of the assignment, they need to receive feedback in some fashion for the work they completed (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Since behaviorism is based on learning through exposures and reinforcement, it is easy to see how homework is connected to this theory. 

References:

Learning Theories Knowledgebase (2011). Behaviorism at Learning-Theories.com. Retrieved

from http://www.learning-theories.com/behaviorism.html

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal

education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm