Constructionism in Practice

Most of the students that we work with in schools are of the Digital Native “descent” having been around computers or some form of technology most of their lives. They have become accustomed to having the instant gratification of answers, pictures, and information at their fingertips. It is important that as teachers we strive to bring this advanced and higher level of learning that technology can provide. With constructionist approaches to teaching and learning in our classrooms, we can provide our students with a form of higher level learning in which they seek to discover the answers on their on developing collaborative skills and enhancing their thought process.

Constructionist Learning Theories are about constructing anything using tools that get students engaged and active in constructing artifacts (Laureate, 2009). This can be allowing students within your classroom brainstorming together on a topic, creating a Power Point presentation in order to display research on a given topic such as each group creating a travel guide to one of the Seven Ancient Wonders of the world. Showing students how to utilize programs to calculate daily spendings and savings based on a salary can also be a way for students to learn through technology based on real life examples. Allowing students to engage in a higher level of thinking and allowing them to use the skills and vocabulary they have already acquired will help to help them essentially gain more of an understanding of the content at hand (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Allowing this interaction with students and with technology help to foster a seamless transfer from school to students’ own personal daily lives.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Cognitivism in Practice

Within the text, Using Technology with Classroom Instruction that Works, we explored two instructional strategies that use technology with in the classroom. The two instructional strategies were “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”.

In starting a new unit or topic it is important to discuss with students different ideas or details that they may already know about it. “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, and Malenoski, 2007, p. 73) and this ability to retrieve information is important to making lasting connections with the material. Creating these lasting connections and networks within students stays true to the cognitive learning theories. Creating teacher-made organizers with the most important material help students to focus their information and really help to allow students to discover the important information and seek out “higher-order questioning” (p.78). I believe that creating organizers and teaching students how to use them will allow students to understand information more clearly and have a longer lasting impact. The use of concept mapping is one way for teachers to organize information for their students about a topic and create ways to enhance connections to the material and in providing opportunities such as virtual field trips allows teachers to use this “powerful tool to create experiences and make rich connections to retrieve information” (Laureate, 2009).

Summarizing and Note taking goes along with cues, questions, and advance organizers and also helps students while giving them the ability process information and translate it into material that they understand. Students should be taught ways to take notes from information given to them so that they most important information is retained. There are many students that I work with who’s notebooks and binders are so unorganized they do not even know what test we are studying for or what material to work on. There are times when we take time to organize notes alone to make it easier for retrieval and understand concepts better. Teaching students from a younger age how to take proper notes and how to pull out information that is essential to a topic will help them when it comes time for a class where a teacher does not give students many notes and mainly lectures. Students must be able to draw out the information that is pertinent to the topic in a logical and critical manner. Taking their own notes and creating them in a language that students understand helps to create a longer lasting learning rather than short term memory for a test.


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

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Behaviorist Learning Theories

“In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001). As a teacher, we must find ways to create engaging ways for students to become involved in the classroom and experience learning in new and inviting ways. In the Learning Resources for this week, we discovered two instructional strategies that correlate to behaviorist theory practices: reinforcing theory and homework and practice.

Within the text, Understanding Technology with Classroom Instruction that Works, the authors state that “the instructional strategy of reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kahn& Malenoski, 2007, p. 155). This text describes the use of charts and graphs to allow students to see the progress that they are making in a particular area. I do find that when I tutor and teach students, they get the impression that I am not a teacher and this is a time when they do not have to work their hardest. I make it a point to establish myself as a teacher and create lessons that are reinforcements of topics that they are learning in their class so that they can see the changes that occur in their “real” classrooms. I have used charts with some students who, like me, need a visual understanding such as a graph to organize and see progress. It has really helped some of my students and also brings an excitement to their learning. I also let students input their own grades and information onto their graph so that can be a part of their learning and their success.

The second instructional strategy is the use of homework and practice. Homework has been a way for students to practice what they have learned in class and has also been a “chance for students to review and apply what they have learned” (Pitler, Hubbell, Kahn& Malenoski, 2007, p. 187). With technology these days, it is easy for teachers to being to design homework that is stimulating for students rather than dull and monotonous. There are times when basic homework of drill work might be necessary, yet technology provides ways for students to become connected while reinforcing a topic learned in class. One example might be for the teacher to pose a question in a class wiki whether it be on a book being read or a math problem and for homework that night have students submit their responses online and perhaps comment on other classmates responses (this can be modified to accommodate for those that might not have a computer). Getting students engaged in a different type of homework might help to really have students apply their knowledge and reach further than writing something on paper and handing it in never to see it again. As Dr. Michael Orey discussed that reinforcement is powerful (Laureate, 2009), finding ways for students to really become involved in their learning and bring a connectedness to the classroom is powerful.

References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

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