Building Knowledge: Constructionism in the Classroom

         To contradict the philosophy of Kevin Costner’s movie Fields of Dreams, “If you build it, they will come,” research today shows that students who get to do the building are more likely to come; they will come to class ready to be engaged, take control of their learning, and gain a deeper understanding of concepts that they are a part of discovering on their own.  Project-based and problem-based learning are two ways teachers can use a constructionist learning theory in class, and the benefits to students are evident: increased motivation, increased problem-solving ability, improved media research skills, increased collaboration, and increased resource management skills (Orey, 2001a, para. 53).  Students who are able to generate and test hypotheses can embed technology to create meaningful, authentic products.

     By engaging students in a variety of structured tasks that allow them to generate and test hypotheses and have them explain their hypotheses, predictions, and conclusions, we are engaging them in complex mental processes and enhancing their learning of the content (Pitler, Hubbell, & Kuhn, 2012, p. 204). The basis of this learning is the creation of which the students are a part:  they create their questions, they create their hypotheses, and they create the research that will allow them to gather data and make conclusions.  They are not just sitting listening to a lecture and focusing on the lower levels of Bloom’s Taxonomy; they have an opportunity to see applications and perform analysis before they know more basic concepts of a situation (Orey, 2001b, para. 20).  They are building their own learning.  They are actively constructing their own meaning that is unique to each of them (Laureate Education, Inc., 2011).

     Integrating technology can reinforce this instructional strategy that allows teachers to assist students in generating their hypotheses that incorporate systems analysis, problem solving, experimental inquiry, and investigation (Pitler et al., 2012, p. 205).  Technology allows students to focus on interpreting the data rather than simply gathering and calculating it.  Graphic organizers allow students to scaffold their understanding so they are not completely alone in acquiring new information.  Kidspiration and Inspiration are two suggested websites that allow for brainstorming and organizing of information (Pitler et al, 2012, p. 205).  Once students proceed to the data collection and analysis portion of their project-based or problem-based learning, spreadsheets in Microsoft Excel can assist them as they manipulate data (Pitler et al., 2012, p. 209).  Instructional interactives such as Realityworks and Webquests are simulations and games that allow students to use their own background knowledge and build on that as they make predictions, receive immediate feedback, and see the outcomes of their hypotheses when a project is not feasible in real life (Pitler et al., 2012, p. 215, and Orey, 2001b, para 57). 

Regardless of how students brainstorm, collect data, and make conclusions, the key to applying a constructivist or constructionism theory of learning is to let them build.  Building and testing hypotheses allows students to take real world, authentic situations and create their own meaning from them.  If we let them construct their own thinking, then we as educators are allowing students to build their critical thinking skills, their problem solving skills, their ability to research, and their ability to work with others and collaborate.  That is a product worth our investment.  Let them build.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist

        learning theories [Video webcast]. Bridging learning theory, instruction and technology.

        Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&

CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&

coursenav=0&bhcp=1

Orey, M. (Ed.). (2001a). Constructionism, Learning by Design, and Project-Based Learning.

 Emerging perspectives on learning, teaching, and technology. Retrieved

from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Orey, M. (Ed.). (2001b). Problem Based Instruction.  Emerging perspectives on learning,

 teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?

title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2^nd ed.). Alexandria, VA: ASCD

A Mental Road Trip: Correlations to Cognitive Learning Theory

            Before starting on any trip when growing up, my family would always check the maps.  Usually this process included a map, an atlas, and a AAA Triptik as well.  My mom would have a small spiral notebook where she recorded restaurants, gas stations, and hotels along the way and would make comments on what we passed by and experienced.  My mom is the ultimate cognitivist.  Today, my family is far more apt to plan at the last minute, grab the GPS, and enter a destination, using a smart phone to make reservations along the way and to read or play games on instead of looking out the window.  Is the experience the same?  I think that depends on from whose eyes you see things.  Creating those maps, planning out strategies, and reflecting on what we did are all strategies of cognitive learning theory that helps students in the classroom process information. 

            Cues, questions, and advance organizers at the beginning of lessons help to establish those maps, activating prior knowledge and creating a home for new knowledge.  Cues give hints as to what is coming, questions allow teachers to discover what students already know, and advanced organizers serve to draw attention to important ideas to come and highlight main concepts to which students may already be able to relate (Pittler, Hubbell, & Kuhn, 2012, p. 91).  When a teacher clarifies what a class’s focus is, asks inferential questions that allow students to elaborate their thinking and knowledge, and uses graphic organizers that appeal to more than just linguistics, deeper learning can occur (Pittler et al., 2012, p. 92).  Establishing a route or a plan ahead of time allows the students to enjoy the ride and make better connections to what they know and what they are learning as they process information.  Using graphic organizers, especially those with pictures in addition to just maps, allows for dual coding to take place in the brain, a hypothesis that Paivio introduced suggesting that people remember content better if it comes associated with an image; these connections allow us to store more information in our long-term memory (Laureate Education, Inc., 2010a).  Resources such as PowerPoint, Prezi, or Google Docs allow teachers to do this with technology, and concept mapping tools allow boxes or nodes to better connect ideas and create networks.

            The use of this idea of mapping continues with summarizing and note taking as students synthesize information.  Just like with maps and directions, some people like to see them, hear them, write them out, or drive the route themselves.  Providing students with a variety of ways to summarize and take notes will help them better and more deeply process the information they are receiving.  Combination notes allow for several techniques at once: outlining, webbing, pictographs, and words (Pittler et al., 2012, p. 151).  These combined facets allow for dual coding which appeals to multiple senses and allows learners to process more (Laureate Education, Inc., 2010a).  Completing teacher-made outlines allows students to organize declarative information.  Brainstorming what they know about a concept at the beginning of a lesson helps them establish a platform on which to add, and summarizing allows them to think critically and evaluate what they are learning, reflecting on how it connects to what they know.   Adding a virtual field trip, an experience that creates an episode which is part of the cognitive learning theory process, can further engage students and deepen their learning.  Here, too, students can engage in critical thinking and evaluate, store, and connect ideas they see and experience (Laureate Education, Inc., 2010b).  Mapping and summarizing are good ways to check for student comprehension, as well. Students demonstrate their knowledge in a clear, direct manner and teachers can just as clearly clarify any misconceptions or “wrong turns.” 

            Taking a mental road trip means establishing a plan or map and guiding students to a destination.  They will be a part of experiences along the way, and they are engaged with their learning through visuals such as pictures and graphic organizers, auditory information from questions, presentations, or videos, and through written words that allow them attach new information to pre-existing knowledge in a way that will process new, short-term memory into older long-term memory that will last as a solid foundation of education. 

References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video

        webcast]. Bridging learning theory, instruction and technology. Retrieved from

        http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecol

        lege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field

        trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from

        http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecol

        lege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2^nd ed.). Alexandria, VA: ASCD

Drill and Kill or Positive Reinforcement: Behaviorism in Modern Education

          When an educator mentions behaviorism as a theory of learning today, he may be met with the same “Blech!” that he is met with when assigning homework to a class of unmotivated high school students.  The reality is that both have their place in the modern classroom.  Reinforcing effort, providing recognition, and providing practice to increase learning are tied to the ideas of the behaviorist learning theory and can have a positive effect on modern classrooms.

            Behaviorism is “primarily concerned with observable and measurable behaviors” (Orey, 2001).  Observable behavior may be student behavior in the classroom and fall under the realm of classroom management, but it may also be student participation in classwork or homework.  While a score may represent a student’s learning, whether or not he did the work may represent more of a behavior.  Teachers can use behaviorist theory by modeling, shaping and cueing as well as by modifying a desirable or undesirable behavior in class. 

            Reinforcing effort and providing recognition are practices that teacher should use regularly to build lifelong learners.  Success is the result of many factors, but research shows that self-efficacy plays a strong role in motivation for learning and achievement (Pittler, Hubbell, & Huhn, 2012, p. 57).  Helping students build that intrinsic motivation is what teachers can do to build a solid foundation for future success.  Teaching students about the relationship between effort and achievement, providing guidance as to how to show strong effort, and having students track their effort better engages students in their own learning processes (Pittler, Hubbell, & Huhn, 2012, p. 58). Using charts (or better yet electronic spreadsheets that older students create), rubrics for self-evaluation, and websites such as SurveyMonkey are all ways that teachers can make classrooms more student-centered as they monitor the correlation between their effort and success.  Making sure to reinforce the behavior or task that is achieved is significant; praising the person or his ability may have a negative effect on intrinsic motivation (Pittler, Hubbell, & Huhn, 2012, p. 62).  As teachers reinforce positive behavior (reinforce effort) and provide meaningful recognition, a pleasant environment emerges.  Behaviorist B. F. Skinner stated, “Things we call pleasant have an energizing and strengthening effect on our behavior” (Orey, 2001). 

            Is homework and extra practice energizing for most students?  As teachers, it is our job to try to make it so.  Assigning meaningful assignments that have a clear purpose and are short, focused, and distributed over time as well as providing feedback on the practice sessions are all good practices when it comes to the practice teachers assign (Pittler, Hubbell, & Huhn, 2012, p. 169). Setting students up for success helps to build their intrinsic motivation to do well and exhibit hard work and effort.  A modern way of adding interest and using technology is to try a “flipped” classroom where a teacher uses multimedia to present the teacher-centered lecture component of the lesson at home and then serves as a “learning coach” at school (Pittler, Hubbell, & Huhn, 2012, p. 172). Online tutorials at home or at school are other ways that students can receive that essential immediate feedback during their practice. Online drills such as this reinforce the behaviorist theory by demonstrating programmed instruction that B. F. Skinner advocated (Laureate Education, Inc., 2011).

            “Blech!”  Hopefully this exclamation is not a part of the modern classroom when ideas such as behaviorism and homework are mentioned.  Reinforcing behaviors that will lead to learning and intrinsic motivation is what we need to be doing as educators.  Using technology in a way that allows us to reinforce and recognize that positive behavior as meaningful practice takes place is a way to update a theory that many consider to be outdated and dead.

            Below are two links I thought were of interest; the first, to a blog about making homework meaningful and the second, an interactive website students can use in class or at home to practice grammar concepts from the classroom.      

http://www.edutopia.org/blog/making-homework-meaningful-dominick-recckio

http://chompchomp.com/

           

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video

            webcast]. Bridging learning theory, instruction and technology. Retrieved from

            http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.e  

          college.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

          works (2^nd ed.). 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