Constructivist and Constructionist Learning Theories

The learning theories of constructivism and constructionism are based upon the work and research of Seymour Pappart and Jean Piaget.  Constructivism focus on what the learner knows and sets forth the idea that each student constructs, or builds, their own, unique meaning out of information (Laureate Education, Inc., 2011).  Constructionism focuses on learning, and is based upon the concept that people learn best when they are given the opportunity to build an object that correlates with their learning. (Laureate Education, Inc., 2011).  When students are given the opportunity to construct an artifact related to the subject of study, they go through processes of assimilation and accommodation.  Assimilation occurs when new information is worked into what a student already knows and understands; new information “fits” in with previous knowledge (Laureate Education, Inc., 2011).  Accommodation is when current knowledge is adjusted to “fit” with new information (Laureate Education, Inc., 2011). Assimilation and Accommodation are the foundation of the constructionist learning theory.  When students are given the opportunity to construct objects related to learning, the construction enables them to fully experience these processes (Laureate Education, Inc., 2011).

            When planning for experiences to enhance the construction of objects or artifacts to solidify student learning and understanding, the use of technology has much to offer.  Generating and testing of hypothesis requires students to construct their thoughts with the use of high-order thinking situation (Pitler, Hubbell, & Kuhn, 2012).  When students produce and test hypothesis they are developing critical thinking and problem solving skills. Technology can assist students by providing them with date to analyze, giving them the opportunity to study the data, versus spending time collecting the data (Pitler, Hubbell, & Kuhn, 2012). Templates found in the programs Kidspiration and Inspiration can help students organize their thoughts and plans of action for working with hypotheses.  Multiple styles and types of spreadsheets can be created through programs such as Microsoft Excel, offering students opportunities to study and interpret data.

            Software programs can also offer simulation experiences that give students the opportunity to apply and experiment with their knowledge (Pitler, Hubbell, & Kuhn, 2012).  In these settings, students often receive immediate feedback of their choices and selections.  In my subject of music, programs such as Garage Band and Musescore come to mind as students work as composers, testing their knowledge of how rhythm, pitch, tempo, dynamics and tone color come together to create music.

            Although there is a place of behaviorism in the classroom, and the cognitive learning theory that was explored last week explains how students make connections as they learn, I believe constructionism can have the most impact on the classroom.  As students are in the process of building artifacts representing their learning, they are actively engaged, making assimilation and accommodations, which help them, grow and deepen their knowledge and understandings.

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://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. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.

Cognitive Learning Theories and Classroom Instruction

          Although I am sure I rely on Behaviorism, especially for classroom management strategies, more than I am probably aware of, it is with the Cognitive Learning Theories that I read about this week that I identified with, and support the instruction and learning experiences taking place in my classroom.  Cognitivism focuses on how learners process information (Laureate Education, Inc., 2011a).  It is in a three-phase model of: 1) new information taken into short-term memory; 2) that information is worked with by the learner, and if rehearsed enough; 3) becomes part of the long-term memory (Laureate Education, Inc., 2011a).   

            The instructional strategy of Cues, Questions and Advance Organizers relates to cognitive learning theory through the use of images, which are powerful learning tools ((Laureate Education, Inc., 2011a).  Cues and Questions also support the three-phase model of cognitive learning theory with cues representing phase 1, or the new information; questions representing phase 2, allowing them to access and work with information they have previously learned; and the advance organizers help students demonstrate their understanding and development of long-term memory and understanding.  Technology that supports the development of advance organizers could be word processing programs to create tables, charts, stories or programs.  Examples of software programs that work well with the development of cues, questions, and organizers are Kidspiration and Inspiration (Hubbell, Kuhn & Pitler, 2012). Through the development and use of organizers, students have the opportunity to construct elaboration, which is how information becomes stored in long-term memory (Laureate Education, Inc., 2011a).  Working with these types of programs allow the learner to make multiple connections with new information, which aids in learning and understanding.

            The instructional strategy of Summarizing and Note Taking also relates well to the cognitive learning theory.  When using summarizing and note taking, teachers are helping students develop the skills of pulling out important facts and learning how to state information in their own words (Hubbell et al, 2012).  Both summarizing and note taking require students take in new information, rehearse and work with the information, and finally connect the new information with long-term memory and understanding, which are the three phases of the cognitive learning theory. 

            Word processing programs can help teachers develop strong summarizing and note taking skills in their students. Combination notes, which incorporate text and image, support the dual coding hypothesis found in the cognitive learning theory (Laureate Education, Inc., 2011a).  Definition frames, graphic organizers and wikis for summarizing and note taking are other technology tools that support cognitive learning by providing the learners with opportunities to rehearse new information, helping developing long-term memory and understanding.

            Concept Maps are graphical tools that help students organize information (Laureate Education, Inc., 2011aa).  This technological approach to learning also supports cognitive learning theories because it visually allows learners to connect pieces of knowledge.  Dr. Orey explains concept maps as “graphical tools that allow you to organize and link ideas” (Laureate Education, Inc., 2011).  Concept mapping offers learners dual coding opportunities through aural and visual expose to new information.

            Virtual Field Trips allow teacher and students the opportunity to explore sites that they are physically not able to visit.   For example, if my students were learning a unit on opera, we cannot travel to Sydney, Australia, but through a virtual field trip, I can show my students this amazing piece of architecture that we could not possibly travel and view ourselves as a class.  Virtual Field Trips also support cognitive learning theories because the experience of viewing places such as the Sydney Opera House, provide students with a rich experience and memory, which helps them make connections with information (Laureate Education, Inc., 2011b).   

            Incorporating teaching strategies that correlate to cognitive learning theories will provide learners with a richer learning environment.  Students are able to interact and internalize new information, making connections that help them remember, learn and grow.

References

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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://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. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.

           

Behaviorism, the Classroom and Technology

Learning Theories can be a deep, complicated topic.  As educators, do we really stop and think about learning theories, especially in this day and age of standardized testing and results, results, results?? Personally, I tend to focus more on Learning Styles, so in my current master’s program class on bridging learning theory, instruction and technology, I appreciate the opportunity to learn about how the brain actually works.

The theory we are exploring this week is Behaviorism, which focuses on reinforcement of positive behaviors and punishment of negative behaviors.  According to our class readings this week, as a learning theory, behaviorism is not highly regarded in the education field because it is based upon repetition or drill and practice rather than the development of critical thinking and problem solving skills (Laureate Education, Inc., 2011).  Personally, I do believe there is a place for drill and repetition learning in education.  Some topics lend themselves to this type of learning, such as math facts.  In my subject area, elementary general music, using flashcards in a drill and repetition manner allows for the practice of note naming to improve music-reading skills. 

Two teaching strategies that work well with behaviorism are reinforcing effort and providing recognition and assigning homework and providing practice.  Reinforcing and recognizing student effort provides students with the motivation to continue quality effort, which is in keeping with the principles of behaviorism.  Students often do not understand the importance of effort (Pitler, Hubbell and Kuhn, 2012).  An important factor that influences achievement is effort (Pitler, Hubbell and Kuhn, 2012).  Through the use of technology, students can record and track how their effort has an impact upon their achievement (Pitler, Hubbell and Kuhn, 2012). This task can be easily recorded and tracked through the use of a Google Doc spreadsheet.  In following the thinking of behaviorist theory, recognition of student effort will create more effort.  Recognition can be accomplished through a wide variety of technology, such as programs that create certificates, bookmarks, or stickers.  In addition, teachers can incorporate multimedia into their recognition by posting pictures of class accomplishments on the Internet.

Assigning homework and providing practice offer students the drill and repetition that the Behaviorist Learning Theory is based upon.  Many computer-based tutorial programs allow students the opportunity for continued practice outside of school (Pitler, Hubbell and Kuhn, 2012).  These programs also provide immediate feedback to the students, acknowledging correct and incorrect replies, again demonstrating a strong connection to behaviorism.  Instructional Interactive programs can be found on-line for all subject matters, are engaging for learners, and offer scaffolding and immediate feedback to assist learners in practicing concepts (Pitler, Hubbell and Kuhn, 2012).

The ideas of drill and repetition and reward and punishment of behaviorism are not new to education.  There are many technology sources that support its use in the classrooms of today, providing students with the opportunity to practice and improve skills, along with providing feedback and encouragement.

References

Laureate Education, Inc., (Producer). (2011). Behaviorist Learning Theory [Video webcast].

            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F            webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3469            248_1%26url%3D

Pitler, H., Hubbell, E. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.