Constructionism, Generating Hypotheses, and Technology

"Problem-based inquiry is an effort to change students to address real-world problems and resolve realistic dilemmas.  Such problems create opportunities for meaningful activities and engage students in problem solving and higher-ordered thinking in authentic settings."  (Orey, 2001).  According to the Constructionist learning theory, the best learning takes place when the learner creates an external artifact.  Using technology can allow students to spend more time interpreting the data they have collected than gathering and sorting the information.

As an elementary art teacher, most of my lessons are project based.  Students will demonstrate their understanding through a piece of art they created.  When student participate in a hands-on activity, there are more than one learning theories present. Even through I was comparing cognitive learning and technology in my blog post from last week, it has a great example of the constructionist learning theory where students will create a wiki on Wikispaces to explore masks from different places and cultures.  By creating this external artifact, students will have more connections to draw information from.

Pitler, Hubbell, and Kuhn explain that generating and testing hypotheses is a much more effective why of teacher than traditional teacher-directed lectures (2012).  While we do not call them hypotheses in the art room, my students are constantly asking questions, using their art to experiment, and finding solutions to problems.  If a student wants to know how to make the color green, we experiment.  Which of the colors on the color wheel should we mix? Does red and blue work? No, let's try something else!

Technology can play a role in generating and testing hypotheses.  Spreadsheets can be used to organize and track data much easier than pencil and paper.  Students will spend more time using the data to formulate predictions rather than be overwhelmed by a large stack of papers.  In my room, my students often work together to complete graphic organizers on the interactive white board.  By using the projector, students can use their peers as references while creating a chart.

I also believe that the best learning takes place when a learner is creating.  I try to insure that every major concept I cover in my art room is complemented by an external artifact.  Not only is it important for students to experience the creation process, but it also assists them with twenty-first century skills such as problem solving.

References 

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. 

Cognitive Learning Theory and Technology

Dr. Orey states the cognitive learning theory deals with the processing of information.  Learners receive information in the sensory stage then converts it to short term and later long term memory.  The dual coding in Pavio’s hypothesis emphasizes that “images are really powerful tools to use in the classroom” (Laureate Education Inc., 2011).  The use of technology can help students make better connections by using interactive software for organizing and brainstorming software.   Teachers can also use communication and collaboration software to create a more collaborative place to summarize and take notes. 

For the past two years I have been using the web site Prezi to create presentations for my students.  I have not used this site to its full potential.  Not only is the layout great for concept mapping, but the site offers a collaborative feature where individuals can work on a group concept map.  In the short term or working memory, learners can only process seven things; give or take two (Laureate Education, Inc., 2011).  Advanced organizers help students determine the importance, find relationships, and relate to their prior knowledge (Pitler, Hubbell, & Kuhn, 2012).  These maps can organize students’ thoughts and with more connections it will become easier for the students to retrieve the information from the organizers later.

The learners’ ability to synthesize information and give it a concise new form.  Successful students can take the important information from the sensory step and restate it in their own words.  "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand" (Confucius circa 450 BC).  Having learners create a wiki is a great way to involve the students in a summarizing collaboratively.  Wikis provide students with opportunities to use different media like text, images, flash video and video files.  My wiki experience is limited to a small project on WikiSpaces.  However, I plan on involving my students in a wiki project this year where they will be determining the importance of cultural masks and creating a site restating information in their own words. 

Successful teachers are aware of how the brain processes information.  By allowing technology to assist the learners, teachers can show students how to organize their thoughts with advanced organizers or restate information they have learned in their own words. 

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved fromhttp://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Behaviorism and Instructional Strategies

 

 "The things we call pleasant have an energizing or strengthening effect on our behavior" (Skinner, 1972).  Teachers use the Behaviorist theory, maybe only marginally, every day.  It might be a smile at a student for turning in his homework on time or a student losing a recess for unacceptable behavior.  This week my task is to find correlations of behaviorist learning theory with two instructional strategies. The strongest connection I found was the use of positive reinforcements which are presentations of a stimuli that increases the probability of a response.  In this case, students are learning to choose an acceptable behavior over and unacceptable one (Orey, 2011). 

Reinforcing effort and providing feedback in an instructional strategy that directly connects with the behaviorist theory.  The success depends on the stimulus and response of the student and his associations (Orey, 2011).  In order for students to understand the importance of effort, a graph can be used to track the students’ data.  Pitler, Hubbell, and Kuhn provided excellent tools for delivering recognition using technology.  Student can receive praise from their peers, teachers, parents, and administrators by posting work online with sites like Flickr or with the help of their teachers, Artsonia Kids’ Art Museum (2012).

Assigning Homework and Providing Practice is another teaching strategy that allows for reinforcement.   Homework gives students the opportunity to practice, review, and apply what they have learned (Pitler, Hubbell, & Kuhn, 2012). Teachers can offer students a negative reinforcement by allowing students a lighter homework assignment if they can demonstrate understanding during class. Students can receive positive reinforcement or punishment from parents for completing assignments.  Expectation contracts can be composed together and copy can be sent home. 

I was fascinated by the concept of a flipped classroom where the students watch lectures online for homework and apply their learning in the classroom.  Teachers will still praise students for completing the homework but the real reinforcement comes from within the students when they have success in applying their learning with their teacher as a coach more than the “presenter of content” (Pitler, Hubbell, & Kuhn, 2012).

References

 

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

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

Skinner, B. (1972).  Utopia through the control of human behavior. In John Maritin Rich, ed., Readings in Philosophy of Education.  Belmont, CA: Wadsworth