Contructionism

According to Dr Orey, the constructionist theory of learning states that people learn best when they create an external artifact or something they can share with others (Laureate, 2008). There are several modes of technology that support this learning theory.

The technology that is the most practical for my kindergarten students is Power Point. We have made many class power points, where they students help write and insert pictures, but we make just one Power Point together as a class. We have made Power Points for each letter of the alphabet, with our site words, we have re written our favorite stories, and we have made Power Points to tell about other specific academic content. While my students are not creating their own Power Point, they still have a major part in creating one as a class. As students get older they can be even more independent in the creation of a Power Point project to share with the class.

Using software to generate and test a hypothesis “enables students to see the bigger picture and recognize patterns” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 210). Microsoft Excel enables the teacher to set the formula so all students have to do is input their data. This allows them to focus on the product instead of the process. I can see how this would really be of benefit for upper grades. I struggle with the idea of having my 5 year old students input data into a spreadsheet. I cannot even think of what lesson that would fit with.

There are several web resources that allow students “to use background knowledge, make decisions, and see the outcome of their hypothesis, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 212-213). Again, I feel that this is a tool probably better suited to upper grades, but I am curious to explore some of these resources to see if any of them can be used in my class.

In all of these instances students are creating projects that can be shared with others. This fits in with what Dr. Orey states is the constructivist learning theory and in turn will help students to learn better.

Laureate Education, Inc. (Executive 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 with classroom instruction that works. Alexandria, VA: ASCD.

For about six years my school district has been really into the use of thinking maps. Thinking maps are a type of graphic organizer. I have been to several trainings on the use of thinking maps and have implemented them into my classroom because it is district required. This week I had a bit of an “aha!” moment. I now have a good reason to use thinking maps in my classroom- aside from doing it because it is required.

Thinking maps along with other concept mapping tools replicate the network model of cognitive learning. They are a way to organize and link ideas. One of the primary modes for storing information into long term memory is through elaboration. When we help our students make many connections to information they will have more connections with which to retrieve the information (Laureate, 2008). Because my students cannot read, when I do thinking maps I use graphics instead of words most of the time. According to Pavio’s duel code people store image more than text (Laureate, 2008).

I can say from experience that using thinking maps has greatly increased my student’s acquisition of information. The easiest way for me to use them is when retelling a story. A flow map is relatively easy to make and helps the students see the flow of a story and aides in their ability to retell it. I also use thinking maps to classify and group objects, and to make comparisons. Once my class has done a thinking map I leave it up on the wall. I am always pleased to see them going back to a thinking map months later, during choice time and retelling stories or discussing the information presented on the organizer. It shows me that this tool is effective at helping students to learn and retrieve information.

Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories [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.

This week I read about some instructional strategies. One of the strategies that I read about is reinforcing student’s effort. The concept is that if you show your students that their academic achievements are based on how much effort and work they put into school, they will start to put forth more effort. This strategy can be easily supported with technology such as Microsoft Excel. Using this strategy to have students chart and graph their own effort and achievement can certainly be eye opening for some students.

This strategy fits in with the behaviorist theory of teaching. It is a type of positive reinforcement. Positive reinforcement is presenting a stimulus that improves the likelihood for a response (Orey, 2001). The stimulus in this strategy is getting better grades. When students can physically see that their effort increases their achievement they are more likely to continue trying hard. “Students work for things that bring them positive feelings, and for approval from people they admire. They change behaviors to satisfy the desires they have learned to value” (Orey, 2001).

This strategy is also a type of behavior modification. Behavior modification can be achieved by finding and using a suitable reinforcer- in this case an intrinsic one, and then reinforcing certain behaviors until students start to become successful with that behavior (Orey, 2001).

A second strategy I explored this week is homework and practice. “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.187). Homework reinforces the materials covered in class.

A great way to tie practice with technology is through the use of websites that employ programmed instruction. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.195). My favorite programmed instruction site is starfall.com. I use it all the time in my class. It uses reinforcement to teach letters and letter sounds, and to teach beginning reading. My students love to read and do the games on that website, and I believe it is through the practice we do whole class on starfall that my students have reached their current level of mastery so quickly.

Reference:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with 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/index.php?title=Main_Page