Constructivism and Constructionism are compared quite simply by Dr. Michael Orey in our DVD segment for this week. Constructivism is “a theory of knowledge stating that each individual actively constructs his/her own meaning”; whereas, Constructionism is “a theory of learning that states people learn best when they build an external artifact or something they can share with others”. (Laureate Education, Inc., 2008) My simplistic interpretation of these two definitions is Constructionism is Constructivism with an added component of “building stuff” to augment the learning process and to assist the student in making more connections with their current networks of knowledge. As a visual Arts teacher, I am a constructionist at heart, and a participant in project-based learning. According to Thomas, Mergendoller, and Michaelson (1999), as well as, Brown and Campione (1994), “projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project. They give learners the opportunity to work relatively autonomously over extended periods of time and culminate in realistic products or presentations as a series of artifacts, personal communication, or consequential tasks that meaningfully address the driving question”. (as cited in Orey, 2001) This is what I, humbly, believe I do in visual arts.
The whole truth is, the arts can contribute so much more to project-based learning than they currently are. In my research this week, I found a wonderful series of films in Edutopia that emphasize the importance of interdisciplinary education with the obvious inclusion of the arts. I was not able to view all eight films, but I will in the next few weeks. They call upon us, as educators, to realize the power of personal expression and multi-sensory learning, and to collaborate with each other in order to use the arts in all disciplines. What better way to construct project-based learning? Technology is an essential piece in creating artifacts, but I fear in the process of integrating technology into the 21st century classroom, that products produced with one’s own hands will lose their educational importance. Artistic expression is intimately connected with the human experience, and can not be minimized, even with the looming importance of technology in education.
Brown, A.L., & Campione, J.C. (1994) Guided discovery in a community of learners. In K. McGilly (Ed.), classroom lessons: integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.
Laureate Education, Inc. (Producer). (2008). Program seven. Constructivist and Constructionist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Thomas, H.W., Mergendoller, J.R., & Michaelson, A. (1999). Project-based learning: a handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
Thursday, May 28, 2009
Monday, May 25, 2009
Cognitivism in Practice
Reviewing Dr. Michael Orey’s presentation of Cognitive Learning Theories, I found that his Information Processing Model was very basic and easy to understand. We first experience sensory input of information which becomes part of our short-term memory. We then need to take this new information and make connections with networks that exist in long term memory, in order for the new information to be remembered and understood. (Laureate Education, Inc., 2008) Our jobs as educators, is to assist the student in making the connections in order for learning to occur.
Students need to be able to “retrieve, use, and organize information”. Teachers can use instructional strategies to enhance these processes by using “cues, questions, and advance organizers”. (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 73) Summarizing and note taking is also important in making connections. When students are confronted with new information, they need to go through a process of consolidation which necessitates summarizing and note taking. Every piece of information is not essential to remember. Students need to develop the “ability to synthesize information and distill it into a concise form. Here teachers work on helping students separate important information from extraneous information and state the information in their own words.” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119) Technology can function as an invaluable tool in incorporating multi-modal sensory experiences to assist the students in making as many connections with previous knowledge stored in long-term memory as possible, as well as, assisting students to focus on relevant information to remember and learn.
Some examples of technology that can be used to assist in making connections are concept mapping and virtual field trips. Concept mapping is useful because it visually makes connections that models how networks function in the brain. (Laureate Education, Inc., 2008) In concept mapping, ideas are connected, forming a web-like structure that clarifies how each new concept is connected with another. Not only can visual images be added, but also, links to additional information. As Novak and Canas (2008) state, concept mapping is a basic concept in “cognitive psychology that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. . . . Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map.” (p. 3) Concept maps can, not only, function as a means to activate prior knowledge, and a way to add new information to already established networks of information, but as an assessment tool, as well.
Virtual field trips can create a connection with long-term memory called episodic memory which ties new knowledge into previous events in your life. (Laureate Education, Inc., 2008) They offer a unique experience to go to new sites that are relevant to new concepts being learned, which offers a multi-sensory experience that assists in making connections in learning. I can see great potential with virtual field trips in Visual Arts. I am excited to visit museums on-line, and explore what they have to offer in the way of visual field trips. This technological possibility can have great impact in my classroom.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publcations/ResearchPapers/TheoryUnderlyingConceptMaps .pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Students need to be able to “retrieve, use, and organize information”. Teachers can use instructional strategies to enhance these processes by using “cues, questions, and advance organizers”. (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 73) Summarizing and note taking is also important in making connections. When students are confronted with new information, they need to go through a process of consolidation which necessitates summarizing and note taking. Every piece of information is not essential to remember. Students need to develop the “ability to synthesize information and distill it into a concise form. Here teachers work on helping students separate important information from extraneous information and state the information in their own words.” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119) Technology can function as an invaluable tool in incorporating multi-modal sensory experiences to assist the students in making as many connections with previous knowledge stored in long-term memory as possible, as well as, assisting students to focus on relevant information to remember and learn.
Some examples of technology that can be used to assist in making connections are concept mapping and virtual field trips. Concept mapping is useful because it visually makes connections that models how networks function in the brain. (Laureate Education, Inc., 2008) In concept mapping, ideas are connected, forming a web-like structure that clarifies how each new concept is connected with another. Not only can visual images be added, but also, links to additional information. As Novak and Canas (2008) state, concept mapping is a basic concept in “cognitive psychology that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. . . . Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map.” (p. 3) Concept maps can, not only, function as a means to activate prior knowledge, and a way to add new information to already established networks of information, but as an assessment tool, as well.
Virtual field trips can create a connection with long-term memory called episodic memory which ties new knowledge into previous events in your life. (Laureate Education, Inc., 2008) They offer a unique experience to go to new sites that are relevant to new concepts being learned, which offers a multi-sensory experience that assists in making connections in learning. I can see great potential with virtual field trips in Visual Arts. I am excited to visit museums on-line, and explore what they have to offer in the way of visual field trips. This technological possibility can have great impact in my classroom.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publcations/ResearchPapers/TheoryUnderlyingConceptMaps .pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 19, 2009
Behaviorism in Practice
As far as I can ascertain, behaviorism is a very straightforward educational theory. So straightforward, that it seems too simple for the complexities of human nature, but it has its place in every classroom. All people look for approval because we are social animals; we need each other for survival and happiness. According to behaviorists, in order to survive and gain approval we respond to our environment with behaviors we have learned that support our success and happiness. As Parkay and Hass (2000) have stated:
In assuming that human behavior is learned, behaviorists also hold that all behaviors can be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place. (as cited in Orey, 2001)
In elaboration, Lever-Duffy (2008) state, “A reward includes all positive, negative, or neutral reinforcement to a behavior” (p. 15). So, when learning occurs it needs to be rewarded. Simple enough, yet teachers need to determine whether or not learning has occurred and become familiar with the process of learning. Technology offers many possibilities to determine whether learning has occurred; it also offers some interesting ideas that explore the process of learning.
In the learning process, the correlation between effort and achievement is not always understood by the learner. As Pitler, Hubbell, Kuhn, and Malenoski (2007) state, “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (p. 156). If students become aware that effort is a desirable trait that increases achievement, as well as, elicits positive responses, they are more likely to put more effort into their work. I appreciate how the strategy of using spreadsheet software clarifies the interaction between effort and achievement, making it apparent to students that they can control their level of achievement.
Another important strategy is homework and practice. Facts and concepts are not learned on first presentation, nor should this be expected. If it were expected, then many students would be met with failure. Marzano, Pickering, and Pollock (2001) state, “Typically students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 188). “Because it is 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” (Pitler et al., 2007, p. 188). The capabilities of software, multimedia, and web resources make technology an excellent option for homework and practice. When engaging in practice work, technology offers an excellent alternative. Through the use of technology students can chart their progress, receive immediate feedback, access many resources outside of school, receive differentiated instruction, and be entertained the whole time.
Yet, caution needs to be used when assigning homework, as well as, drill and practice. A connection needs to be made when asking student to become involved with these types of assignments. “The purpose of homework [and practice] needs to be identified and articulated” to give repetitive practice meaning (Pitler et al., 2007, p. 187). And as Orey adds, in our course material, technology is most effective when remediation activities are minimally incorporated, otherwise the passion for learning is lost because the children’s lessons are reduced to rote drill and practice. (Laureate Education, Inc., 2008). Our responsibility, as educators, is to keep that balance for our students.
Laureate Education, Inc. (Producer). (2008). Program four. Behaviorists Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Marzano, R.J., & Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Parkay, F.W., & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In assuming that human behavior is learned, behaviorists also hold that all behaviors can be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place. (as cited in Orey, 2001)
In elaboration, Lever-Duffy (2008) state, “A reward includes all positive, negative, or neutral reinforcement to a behavior” (p. 15). So, when learning occurs it needs to be rewarded. Simple enough, yet teachers need to determine whether or not learning has occurred and become familiar with the process of learning. Technology offers many possibilities to determine whether learning has occurred; it also offers some interesting ideas that explore the process of learning.
In the learning process, the correlation between effort and achievement is not always understood by the learner. As Pitler, Hubbell, Kuhn, and Malenoski (2007) state, “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (p. 156). If students become aware that effort is a desirable trait that increases achievement, as well as, elicits positive responses, they are more likely to put more effort into their work. I appreciate how the strategy of using spreadsheet software clarifies the interaction between effort and achievement, making it apparent to students that they can control their level of achievement.
Another important strategy is homework and practice. Facts and concepts are not learned on first presentation, nor should this be expected. If it were expected, then many students would be met with failure. Marzano, Pickering, and Pollock (2001) state, “Typically students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 188). “Because it is 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” (Pitler et al., 2007, p. 188). The capabilities of software, multimedia, and web resources make technology an excellent option for homework and practice. When engaging in practice work, technology offers an excellent alternative. Through the use of technology students can chart their progress, receive immediate feedback, access many resources outside of school, receive differentiated instruction, and be entertained the whole time.
Yet, caution needs to be used when assigning homework, as well as, drill and practice. A connection needs to be made when asking student to become involved with these types of assignments. “The purpose of homework [and practice] needs to be identified and articulated” to give repetitive practice meaning (Pitler et al., 2007, p. 187). And as Orey adds, in our course material, technology is most effective when remediation activities are minimally incorporated, otherwise the passion for learning is lost because the children’s lessons are reduced to rote drill and practice. (Laureate Education, Inc., 2008). Our responsibility, as educators, is to keep that balance for our students.
Laureate Education, Inc. (Producer). (2008). Program four. Behaviorists Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Marzano, R.J., & Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Parkay, F.W., & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Posts (Atom)