Instructional Strategies and Constructivism:

The constructivist learning theory states that each individual creates his or her own knowledge of words. Dr. Michael Orey gave the example of a parent and child walking in the park. The child sees a dog and correctly identifies the four legged, furry animal that barks as a dog. The child then sees a cat and the child identifies that as a dog as well, since it has four legs and is furry. The parent corrects the child and calls it a cat so the child learns to notice the difference between dogs and cats because one barks, one meows, and there are different sizes (Laureate, 2009). This is important in the classroom as each student brings his or her own background knowledge and learning style into the environment. The teacher’s job is to give those students the best possible opportunity to construct new knowledge and to store the important content in long term memory.

The constructionist learning theory is similar to the constructivist theory and the two are often times mentioned together, but the difference is the constructionist learning theory states that the learner must have firsthand experience with the topic by building an artifact of the learning that can be shared with others (Laureate, 2009). When I think back on my high school education, the topics and contents I remember most are the ones where I was required to do a “project”. I can remember an English class where we had to work in groups to re-write a scene from Shakespeare’s Hamlet. We then had to act out or scene either in front of the class or video tape it and show it on TV to the class. My English classes were not my favorite classes in high school but I can still vividly remember the scene my group and I chose to do thirteen years ago. I believe the reason my memories are so vivid is that because I was required to create something to show others, I knew I had to learn the content. I did not want my classmates laughing at the wrong parts of my group’s video or making fun of the lack of quality. My group spent a lot of time choosing a scene from the play, and re-writing the scene to make it applicable to our lives. The time we spent led to learning.

I mainly teach high school science classes and so generating and testing hypotheses is something my students are required to on a regular basis. Pitler, et al. (p. 203) give six tasks that teachers could use in the process of requiring students to generate and test a hypothesis. The ones I use the most are systems analysis, experimental inquiry and decision making. In my Biology class we study ecosystems and populations at the end of the school year. Part of the students’ final project is to create a fictitious organism and explain where in the world it lives. The explanation must include mating rituals, reproduction, diet, habitat, population numbers, what their organism looks like (size, color, differences in males and females), what other organisms in the ecosystem look like, how their organism interacts with other organisms in the environment, and how and why the organism is suited to live in that particular environment. The focus of this project is endangered species and so the students must also explain how their organism could be protected or saved. Throughout the process the students are using online software that simulates population numbers and how different environmental factors affect different species on Earth. This project combines learning technology with the constructionist theory of creating artifacts of learning.

Resources:Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Constructionist and Constructivist Learning Theories. Baltimore: Author.

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

Instructional Strategies and Cognitivism

The cognitive learning theory relates to how a learner gathers and stores information. Dr. Michael Orey explains this as information entering the brain and being put into short term memory, which can store and process roughly seven items at a time. The information in the short term memory is decoded, and either forgotten or sent to long term memory. The long term memory is explained as a network of information that has multiple connections between words and pictures (Laureate, 2009). Concept mapping, certain forms of note taking, and the use of technology in the classroom relate to the cognitive theory of learning because they aid students with transferring information from short term memory to long term memory; which is the ultimate goal of any educator.

Concept mapping, and other visual organizers, allows students to, “…focus on the essential concepts and themes that will prepare them to learn” (Pitler, et al, 2007, p 76). This is a great way for educators to help students see the connections between different parts of the same topic. An effective way to help create connections is through the process of note taking where students write words in one area, draw pictures in another and summarize the main idea in a third area (Pitler, et al, 2007, p 124). This method is effective because of the combination of images which build understanding (Laureate, 2009), written words that connect to the images and summarizing which gives the pictures and words a deeper meaning.

Technology should play a large role in the learning process as, “…teachers and students can use a variety of technology tools to create well-organized, visually appealing organizers” (Pitler, et al, 2007, p 74). Educators need to be careful in their presentation methods using technology to ensure it is as effective as possible in helping students create and strengthen connections from prior knowledge to current learning. Dr. Orey gave a hypothetical example where one teacher was talking about General Lee; on the PowerPoint presentation was a clipart picture of a baby boy. The connection the students could make was to the gender of the clipart child, but not to General Lee himself (Laureate, 2009). Once the teacher is proficient at using technology to create appealing organizers, the students will be able to learn the information easily, and retain it in long term memory because of the strong connections between words and pictures.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theory. Baltimore: Author.

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

The Role of Behaviorism in the Classroom

The behaviorist approach to education is widely used in my building and in my classroom. Dr. Michael Orey said, “Behaviorism is operant conditioning…which is made up of reinforcement and punishment”. Each teacher has created a classroom behavior management plan which includes consequences for undesirable behaviors (Laureate, 2008). The class rules are explained to the students at the beginning of the school year or semester and the students are expected to adhere to them or suffer the punishment. But is this the only type of behaviorism that is used in the classroom? Does reinforcing a student’s effort fall into the behaviorist category; how about homework and practice?

“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.” Teachers must educate students about the importance of effort and require that the students measure their own effort and how it relates to achievement (Pilter, Hubbell, Kuhn, & Malenoski, 2007, p 155). Many teachers partially follow this idea by relating a failing student’s low scores to a lack of attendance or participation in class, but do not make the attempt to require the student to track effort and achievement at the same time. Many students see a lack of academic success as being a result of something somebody else has done. Common excuses include, “my mom didn’t wake me up, my alarm didn’t go off, I’m just not good at remembering anything, and I don’t do well on any test”. When teachers hear these excuses from students, they need to redirect the students’ focus toward personal effort.

“Homework and practice give students a chance to review and apply what they have learned… [because it is] an extension of the classroom… [and] provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pilter, Hubbell, Kuhn, & Malenoski, 2007, p 187). With this being said, I personally do not believe in the drill and kill method of reinforcing a concept or skill. Worksheets and quizzes have a role in the classroom, but in my classroom that role is being minimized. I teach in an 86 minute block and as a result I rarely assign homework. My students still go through the process of learning a new concept or skill and then practicing, but I have chosen to use situations relevant to my students’ lives in my methods of practice. Instead of requiring my students to memorize facts, I have them use their cell phones to relate the functions of cell organelles to objects they already know; instead of giving them quizzes regarding cell reproduction, I have them discuss how the process relates to cancer and why cancer is so difficult to treat. I agree that students need the time to practice the new skills they have learned, but worksheets are not the best possible option.

Reinforcing effort falls under the behaviorist theory because teachers desire a student’s best effort out of each assignment and when a student does well, they are rewarded and when they fail to meet expectations they are punished. Teachers need to set their students up for success by helping them to build the life skills necessary to be a productive member of society; my personal best effort in everything I do is one of those life skills.

Resources:

Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. Baltimore: Author.

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