Constructionism in the Classroom

In this week’s media resource Dr. Michael Orey describes constructionism as “a theory of learning that states people learn best when they build an external artifact or something they can share with others.” Project-based learning, problem-based learning, and inquiry-based learning involve this idea that students are engaged in learning through the construction of such an artifact. Educational technology is an extremely helpful tool that facilitates the process of construction. In “Using Technology with Classroom Instruction that Works,” Pitler, Hubbell, Kuhn, and Malenoski share a Web resource that I would’ve loved to incorporate into my lessons this semester about evolution. On page 215, they share a link for a program called Darwin Pond. They describe,

Darwin Pond is an experimental inquiry game that allows students to create and evolve “swimmers” by tweaking such characteristics as their color, speed of swimming, and number of joints in legs. Once the swimmers are created, the students can watch to see what happens or continue to modify the environment and make predictions about the effect the changes will have.

This is an example of constructionist learning because the students are involved in designing their own “swimmer.” In the program, they can experience how their swimmers are able or unable to adapt to environmental changes. This technology is beneficial because it allows the students to “spend more time interpreting the data rather than gathering the data” (p. 203). It also involves gives them the task of generating and testing hypotheses, a task students are constantly asked to perform in a science class. On page 202, Pitler, Hubbell, Kuhn, and Malenoski explain the benefits of this task, “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content.” This program would’ve been helpful in my classroom during my evolution unit because it is engaging to the students. The concepts of adaptation, survival of the fittest, and environmental influence would become more meaningful as the students observe how their “swimmers” survived or were unable to survive under various conditions. The students could experience the concepts rather than learn the concepts through reading and lecture. I believe that learning through experience is more meaningful to the students and leaves more of a lasting impression. Therefore, if the students are involved in constructing something, they can reflect upon their experiences when considering, reviewing, and ultimately applying concepts that I wish to teach them.

References:

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.

Behaviorism in the Classroom

I agree that the behaviorist learning theory can definitely be found and applied in today’s classroom. Students who achieve certain academic averages get recognized as being on the second honors, first honors, or principal’s list. This is an example of positive reinforcement. The students are given special recognition for academic achievement, which is no doubt a result of positive behaviors such as studying, completing assignments, and regularly attending classes. The behaviorism is also evident wherever there are consequences for rule violations. A student who is excessively absent might receive a phone call home or might be asked to give up his/her free time to attend extra help sessions. Not only can we still find the behaviorist theory in schools today, we can also see it being applied/incorporated into educational technology. On page 156 of “Technology with Classroom Instruction that Works,” Pitler, Hubbell, Kuhn, and Malenoski write, “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback.” Computers, the internet, and the various software available allow opportunities for students to answer questions and receive feedback within a second of submitting their answers. An example of such technology was provided in this weeks resources, the website http://englishgrammar101.com. This website contains numerous exercises that students can use to practice their knowledge of basic English grammar. One page asks students to click on all the words that are verbs after giving a summary of what makes a word a verb. The students need only to click on a button to check their answers and receive feedback as to whether or not their choices were correct. Not only is this helpful for the teacher, who no longer needs to carry bags of papers to grade at home during her free time. It also benefits the student as the instantaneous feedback allows students to correct misconceptions and reflect on their answers in comparison to the true answer. On page 188, Pitler, Hubbell, Kuhn, and Malenoski explain, “Because it is so easy for errors to slip in when students are practicing, teachers should give feedback as quickly as possible—ideally, early in the practice sessions, before students internalize erroneous processes and knowledge.” As soon as I read this sentence I immediately thought of myself as a vocal student. I’ve come to realize over the years that if I try to sight-sing a song without first hearing it or playing it correctly on the keyboard and I learn just one note wrong, I find it extremely difficult to “unlearn” that wrong note. If my mistake isn’t immediately corrected, I find myself singing it wrong even if I am accompanied by the correct music. I have to make a conscious effort to sing the notes correctly once I get to that particular bar, or I need to mark the section on sheet music and rely on the sheet music instead of what I have subconsciously memorized. Having learned this about myself, I applied this realization to my instruction. When teaching new and ambitious musicians, I often have to remind them to practice their notes slowly and patiently ensure that they are learning and practicing the correct notes. They tend to be extremely eager to move on and memorize music and when they’ve practiced a wrong note for a while and then it is brought to their attention that the note was indeed incorrect, they too find it difficult to “unlearn” that bad note. The technology available allows for immediate feedback that also can be provided independently, without a teacher’s attention. The practice and feedback can occur in a classroom where instruction is differentiated for individuals or groups, or at home as a homework assignment.

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