Constructivism in Practice

I really find constructionism to be a theory that I really identify with.  Generating and testing hypotheses fits right into the constructionist point of view.  When students are creating their own hypotheses and testing them the hypotheses are their artifacts.  In Using Technology with Classroom Instruction that Works, Pittler, Hubbell, Kuhn, and Malenoski, suggest using spreadsheet software in many content classes.  They encourage teachers to make templates, "students will be able to manipulate, consider graphical patterns, and test their predictions by receiving quick feedback on multiple scenarios," (Pitler, Hubbel, Kuhn, & Malenoski,pg 2004, 2007).  This use of spreadsheets gives students the firsthand experience that Dr. Orey says students need when he describes the Constructionist point of view (Laureate Education Inc., 2010).  I was also really intregued by the suggested use of simulation software, or video games to formulate and test hypotheses.  Pittler et al  describe the use of Making History to help students understand the "political and economic conditions that led to the war,"  (Pittler et al, pg 213, 2007).  While the students are not necessarily creating an artifact that can be shared while playing these games they are constructing their learning and understanding of the many variables involved in world war.  Because the students are again able to have this first hand experience and construct their own learning it falls under the classification of constructionism.  This lead me to look for other simulation software and I found lemonade stand which can be used to have students see how different variables affect the sale of lemonade at their own lemonade stand.


Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.


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

Cognitivism in Practice

Many of the tools I read about in this weeks reading were I am familiar and have even used in the past.  My minimal use of them is not due to the my lack of interest but my failure to understand the importance how they tie in to the way the brain processes information.

• Concept Mapping: This is an excellent way to help students organize information.  Dr. Orey states that concept mapping is a graphic explanation of the network model of thinking our brains use (Laureate Education, Inc., 2010).  In addition concept mapping does not need to use only words but can include pictures or diagrams as well.  This is especially important because when the brain sees images it dual codes them with the picture as well as the word associated with that picture (Laureate Education, Inc., 2010).  This is important because it allows the brain to make more connections and help students recall information later.
• Virtual Field Trips: These are excellent way to provide students and opportunity to have an episodic experience. These kinds of experiences allow students to tie their learning to something they can relate to (Laureate Education, Inc., 2010). This too allows students to strengthen connections to the material they learn in class.
• Word Processing for Summarization:  Note taking and summarization for students is a very complex task that takes practice to become good at.  Pitler, Hubbell, Kuhn, and Malenoski suggest using the track changes feature in word to model note taking.  Once text is copied into a word document teachers can show which items they delete and add in to streamline text.  While the teacher does this the text is simply crossed out instead of deleted and new words are highlighted (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007).  This process of modeling will help students to develop strong note taking skills. This kind of note taking allows students to minimize and find important information which is important because reading only puts information into short term memory where about 7 items can be processed (Laureate Education, Inc., 2010).

My experience with these strategies this week reinforces the fact that because teachers are constantly trying to do new things with students we need to sometimes be reminded of the power and importance of strategies we have used in the past.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.


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

Behaviorism in Practice

There are many ways that behaviorism can enter a classroom.  The two main avenues are behavior and instruction.  As a math teacher I feel that the biggest impact it has on my instruction is through operant conditioning.  This happens when as Dr. Orey states, I reinforce a correct answer in my class.  He goes on further to state that this process is one of the primary ways that behaviorism shows up in online learning  (Laureate Education Inc, 2010).  One of the most valuable forms of this learning is the use of the online tutorials.  These type of programs allow students to see, specifically in math, how to solve certain types of problems.  One site that I encourage my students to use to practice skills if they are struggling is math.com.  Not only does this site give students tutorials explaining the step by step process it also produces randomly generated problems that can be solved with immediate feedback.  This kind of feed back is important as Pitler, Hubbell, Kuhn, and Malenoski, state,"Because it is easy for errors to slip in when students are practicing teachers should give feedback as quickly as possible," (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg 188).  As a math teacher I find that this process of giving quick feedback is one of my most challenging tasks.  "Typicaly, students need about 24 practice sessions with a skill in order to achieve 80 percent competency," (Pitler et all, 2007, pg 188) with 100 students in my class providing feedback on all problems is a daunting task.  This is where technology and programed instruction can help me give the necessary feedback.  By assigning online tutorials and practice for homework my students can receive the feed back they need.  Teachers can easily confirm the completion of these activities by having students, "either print reward certificates or save certificates as a screen shot and email it," (Pitler et all, 2007, pg 196).  For my students the website for our books provides a large amount of tutorials an immediate feedback.  I even use the videos to help answer questions students have when I have a substitute.

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.


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