Constructivism and Constructionism

The difference between constructivism and constructionism is when students construct their own meaning of things (Laureate education, n.d.). Constructionism takes place through helping students produce constructions that can be shared with others (Laureate Education, n.d.). This process provides the students with the opportunity to explore and create in order to understand. Project-based learning, problem-based learning, and inquiry-based learning all three closely relate to the information processing approach while focusing on learning experiences where students can help solve a problem or address an issue.

They fit well with technology-rich learning environments where the focus is not on the hardware and software, but on the learning experience. In each case, technology is used to facilitate learning. It may be a tool to organize ideas (such as Inspiration), search for current information (such as an online news source), or present ideas (such as PowerPoint presentations). Dr. Orey describes this method as an easy tool for students to build or create something to demonstrate their knowledge (Laureate Education, n.d.).  According to Dr. Orey PowerPoints with images can help students build schema and can connect with real-world experiences, (Laureate Education, n.d.). Another tool teachers can utilize to make project-based, problem-based, or inquiry-based approaches more seamless is a WebQuest.  They are online inquiry-based tasks that allow students to study evidence about an issue or topic and make a decision based on the information they collect (Orey, 2001).

 

By using this constructionist-technology tool teachers can set expectations for a project using a rubric. When students are given the opportunity to choose a topic to research, create questions about their topic to guide their research, and present the information they are more engaged in their work. When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Generating and testing a hypotheses can be done in every subject and works with the constructionism strategy through creating projects that utilize a topic that is meaningful. Generating and testing their predictions is a great learning tool. When a student generate and tests a hypotheses they are engaging in problem solving. This process will provide the students with a clearer understanding of the lesson.

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://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.

Cognitive Theory.................

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. Dr. Orey talked about the three different stages of information processing which are, sensory input of information or receiving the information, then it goes into short-term memory, and then once processed deep enough, it gets stored into the long-term memory (Laureate Education, n.d.). The cognitive learning theory addresses the need for making connections with information in order to recall it later.

According to Dr. Orey cognitive tools have several roles and "their roles allow students to interact with information in order to acquire, synthesize, create, and share new knowledge" (Orey, 2001). Therefore, the cognitive learning process allows for students to acquire the information in various ways and by "integrating multiple senses in presentations improve learning." (Laureate Education, Inc., 2001”.

"The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2012). This is just one example of a cognitive strategy to use within the classroom. Cueing, questioning and creating advance organizers is another way to help students activate multiple senses and make connections in their brain. They will be able to use their prior knowledge and build upon that knowledge to acquire new information, helping students understand the material more effectively because it will be presented and provided in various ways giving students more opportunities to understand it. One last strategy to utilize within the classroom is summarizing, when summarizing one needs to understand what they have read, heard, or learned in order to be able to put it in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2012).

References:

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu

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

Behaviorist Theory............

Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli. The theory believes learner starts out with a clean slate, and behavior is shaped by positive and negative reinforcement. Under this theory educators provide students with immediate feedback, break down tasks into small steps, repeat the directions as needed, and give positive reinforcement. Students under this theory respond to reinforcement, ask questions for clarity and ask for feedback.  “Behaviorism directly links with “observable and measurable aspects of human behavior (Orey, 2001). 

“Reinforcing Effort and Providing Recognition” and "Assigning Homework and Providing Practice." relate to behaviorist learning theory in a variety of ways. The instructional strategy of reinforcing enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, & Kahn, 2012, p.57). Practicing a skill or concept enhances the ability to reach the expected level of proficiency.  Multiple exposures to materials help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, and Khun, 2012 p. 188).  This all aligns with the behaviorist learning theories. Providing recognition comes second nature to most teachers. Great job or Nice Work! Recognition can promote student engagement and decrease behavioral problems (Pitler, Hubbell, & Kahn, 2012). “Homework and practice also relate to the behaviorist theory and give students a chance to review and apply what they have learned” (Pitler et al., 2012, p. 167).

Actions are driven by a need to gain rewards or avoid punishments. In conclusion I think that the behavioral theory can be very useful in my own teaching, I can utilize it as reinforcement to encourage students to do their best work and to encourage improvement. I do feel less inclined to utilize punishment unless absolutely necessary. I will also utilize the aspect of clearly explaining my expectations and directions for all assignments.

References:

Laureate Education (Producer). (n.d.). Behaviorist learning theory[Video file]. Retrieved from https://class.waldenu.edu

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology
 with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD