Contructionism in the Classroom

Using Constructionist Theory to Transform the Classroom.

This week’s lesson focused on knowledge built by the learner and not supplied by the teacher (Orey, 2001). This really is the foundation of the constructionist learning theories. In this learning environment students are investigating, creating and problem solving (Orey, 2001). In order for the student to benefit from this type of learning environment, it is the teachers responsibility to set unit goals and expectations at the beginning of the lesson so that the students will gain a proper understanding of what it is they are trying to achieve and the level of achievement (Orey, 2001).

Constructionist Learning has two main branches, that of Project Based Learning (PBL) and Learning by Design. PBL is a “teaching and learning strategy that engages learners in complex activities.” This learning strategy also emphasizes the creation of an artifact related to the topic as part of the learning outcome (Orey, 2001). Learning by Design on the other hand places emphasis on the “value of learning through creating” (Orey, 2001).

This weeks reading and focus taught me so much. I teach a Algebra II class and last week Friday we began the section on slope. Now this is a topic that the students cover in 8th grade, 9th grade, geometry and once again in Algebra II. You would think that by now they would have mastered the concept, but oh no!!!. Well this weeks lesson made me think that instead of doing the usual activities with them I should try to develop a lesson with PBL in mind. Not being very creative I struggled with this but did come up with the following:

Slope and Rate of Change Project

Students will identify a project they would like to do and find two other individuals to join their group.

Areas of Focus:

1. Calculating the slope of lines.

2. Classifying lines using slopes ( positive, negative, zero and undefined).

3. Comparing steepness of lines

4. Classifying Parallel and perpendicular Lines

5. Geometrical use of Slope.

PROJECT 1

Students will get into groups of threes and work together to create a matching game in which a linear equation must be paired with its related graph. Each student can write a linear equation and its graph on separate index cards. You must be able to put these cards together and shuffle them up, display them face-down on a flat surface, and students can play like a memory game. Your matching game should have at least 4 examples from each of the focus areas listed above

PROJECT 2

Along with the members of the group using construction paper, create a group of learning poster that reflects each of the categories above. Be sure that each poster teaches the main concept with at least 3 examples from each concept listed above for the learner to see and understand. Your poster must have a title, preferably related to that poster subject, example “Classifying Slopes” or Comparing the Steepness of Slopes.”

PROJECT 3

Along with the members of your group find real world applications of linear equations and slope by conducting research and the use of pictures. You may take pictures or use pictures from magazines or catalogs or pictures printed from the internet. These pictures should be of everyday objects not “math” pictures.

You must analyze your pictures and give reasons why you used those pictures. You will turn in your reasoning along with the poster made of your pictures. Try to get at least 3 photos each of positive slope, negative slope, parallel lines, perpendicular lines, and undefined slopes, noting the geometric use of slope.

Grading Rubric: 40 points total

10 Points: Including 3-4 examples of each concept listed

10 Points: Accuracy are the games, pictures and posters accurate depicting the focus area.

10 Points: Presentation

10 Points: Creativity

By using this strategy the student:

· Learns to identify essential concepts and skills from examples and experiences

· Becomes engaged in collaboration with peers and increases their problem-solving ability.

· Increases resource management skills.

· Gives the learner the opportunity to choose the topic that they are interested in, thus increasing their involvement and participation (Orey, 2001).

If we believe that one size does not fit all, then it is important that we learn how to help our students learn so that they can “adapt and extend their knowledge and strategies when they encounter new tasks in new contexts” (Eggleton, M. B. & Dobler, E, 2007 p. 8).

This week’s resources has taught me a lot not necessarily about things I did not know, but about things that are lacking in my practice as a teacher and about who I am. I believe in creating numerous pathways for the student to learn, but I have always thought that you had to be intrinsically creative to design and implement these types of pedagogy. This lesson has shown me that I can get my creative juices flowing as I design my lessons to increase a more inquiry based approach. After all I have a burning desire for my students to be successful not just in the subjects I teach but in life as well, and to do that I need to be more open to new approaches so that they can learn from my example and go forth ready to face any challenge that comes their way.

References:

Eggleton, M. B. & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York, N.Y.: The Guilford Press.

Orey, M. (2001). Emerging perspectives on learning, teaching and technology. Retrieved from http://projects.coe.uga.edu/epltt/.

Cognitivism

Cognitivism in Practice

Cognitive learning theory states that learning involves associations established through continuity and repetition. Thus, cognitive learning is based on the thought process of the learner and considers the changes in behavior using them as indicators as to what is taking place in the learners mind.

This indicates that cognitive learning theory does not exist on its own but is integrated with behaviorism, without which the cognitivist would have no indication of what is happening during learning.

Cognitive tools like graphic organizers, concept maps, power point, spreadsheets, and excel afford the teacher multiple ways in which to present the topic or lesson (Orey, 2001). These tools allow the student to locate and identify information through different learning situations that are more interactive. Another aspect of using cognitive tools is that it presents the information to the students in a meaningful and appropriate way, and encourages collaborative learning within the classroom (Orey, 2001).

Within our school population, there are many veteran teachers and they are more content with the use of a projector, calculator, TV/Video and pencil paper. Very few are able to use the interactive white board or use power point to present the lesson. It could be that most people are not encouraged by the thought of change and so do not incorporate the new cognitive tools or maybe they believe that it is difficult to measure how students actually use these tools. Technology has advanced in so many ways, that most computerized activities provide immediate feedback for the learner and increases the level of participation based on the learners previous achievements.

As teachers of the 21^st century we possess a vast amount of cognitive tools that can be used to enhance and enrich learning for our students, but unfortunately we are too reluctant to try them. If we cannot conquer our fears then how can we expect our students to conquer theirs. As we begin to incorporate more technological tools in our classes, we become more proficient in the use of these cognitive tools and increase our competence with designing activities that are beneficial to the students. The use of cognitive tools require students to think about the information instead of just reproducing previous learning (Orey, 2001).

I tried using spreadsheets to graph systems of equations with my Algebra 1 students this week and was initially disappointed with the reaction of the class as a whole. One student however really enjoyed working on the computer and did a great job graphing his problems. The second day using the spreadsheet, the students were a lot easier to reach and teach. I believe their initial reaction may have been due to their own fears and uncertainty with using the new tools at their disposal. this just demonstrates that even if we(the teachers) are unsure to pursue the new learning can only benefit the students and ourselves.

Cognitive tools in and of themselves can be good or bad, it is how the learning activity is designed and the students that it is designed for that will indicate its usefulness. Good point to remember is that cognitive tools should help to manage learning not increase it, and because of the diverse use of each tool students are exposed to more than one way to learn a lesson. this creates multiple paths in the brain to access the same information thus solidifying learning (Orey 2001). Let us make the decision as teachers to begin to incorporate more use of cognitive tools in our classes, thus increasing the likelihood of our students learning more of the lesson being taught.

Reference

Orey, M. (2001). Emerging perspectives on learning, teaching and technology.

Behaviorism in Practice

Behaviorism in Practice

As a Master’s student at Walden University I am required to study the impact of technology in the classroom and investigate whether or not “Reinforcing Effort” and the use of “Homework and Practice,” is somehow correlated to instructional strategies and behaviorism.

My research (which includes course readings and DVD presentations) have led ne to the following assumptions. As teachers, we have incorporated many different media devises into our daily lesson plan, and although we have dressed “Reinforcing Effort,” and “Homework and Practice,” into fancy new clothes (Multimedia technology, data collection tools, web resources etc), we are still using the basic idea of the behaviorist learning theory. Let us examine what it means to reinforce effort and how and why homework and practice is used.

Pitler advocates that the reason for reinforcing effort is to broaden the students understanding of effort and achievement(Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Ideally, the student will realize that as they continue to practice their level of achievement, their attitudes towards the lesson and their beliefs about their ability to learn the topic will have changed. Behaviorists advocate this change in behavior, as they believe that the experiences that a learner receives will direct how they learn (Orey, 2001). However, experiences can result in negative or positive behavior, but the good thing is that if the behavior is negative it can be unlearned, while the positive behavior can be reinforced (Orey, 2001).

As teachers, we tend to utilize drill and practice as we teach however, the methods we use today incorporates the use of technology, but how this is used will determine the emotional experiences of our students affecting how they learn. By the use of various multimedia devise, the student is able to learn through a semblance of drill and practice receiving immediate feedback which will guide the student in identifying those learning behaviors that are desirable and eliminating that which is not (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Technically, we are still incorporating drill and practice, as well as homework assignments as students are either given pencil and paper exercises, or computerized exercises, where the computing software and the level of difficulty increases as the student masters the concept that is being reinforced.

In conclusion, I would have to say that for those of us who did not advocate for the behaviorist theory but are all excited about the use of technology in the classroom. Well, you are still achieving the objectives of the behaviorist theory. You are reinforcing good learning behavior and eliminating bad ones, just using a method that might be more appealing to the student and in some instances more enjoyable.

What are your opinions on this? after all teaching is learning and learning is what teaching is all about. I could be wrong in my assumptions and would benefit from your insights in the matter, or it may be as I continue to study further I will find that I was wrong, but I am always willing to adjust my views when faced with new concrete evidence.

References

Orey, M. (2001). Emerging perspectives on learning, teaching and technology.

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