Constructivism in Practice

Generating and testing hypothesis falls completely in line with constructivism. Students are greeted with a problem, situation , or point of interest. If they follow the six step procedure to test and generate a hypothesis lie the book says, they are basically creating something they can hold onto like DR. Orey talked about. By coming up with the hypothesis then investigating it, they are discovering knowledge that they may not have had prior. Then, by analyzing and drawing conclusion on the results they could also create some sort of wrap up, demonstrating their knowledge and their findings. I could not only see them creating a chart or pie graph, but take that one step further by creating a slideshow, powerpoint or podcast. Better yet, making a presentation to the class.

The idea I came up with continues to grow, it basically deals with a new unit on southwest Asia. They are to compare economies of countries in the region to the United States. My plan would include forming a hypothesis as to why it would be horrible to be a teenager living in one of the countries or why it would be great. Then compare the three and explain which one they would want to live and not live and why based on their findings. Constructivism in action, and using a hypothesis and testing it. This idea in still in developmental stages, but doe sit sound like I am on the right track?

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Instructional Strategies and Cognitive Learning Theory

I believe that this weeks learning strategies do line up with the principles of cognitive learning theory, especially when it comes to how information is stored and processed. When I stop and think about how Dr. Orey referred to images being powerful and helping students put a name with things, the multimedia ideas talked about in text make sense. When talking about the Grapes of Wrath and the Great Depression, the example of the teacher using images and slides from the Dust Bowl period into her powerpoint only helps to drive home this message. Then, to take it one step further, to incorporate actual video clips into this slide show or at the end would help explain what thing were like. I even thought of taking that another step further and not only look at those images, but add in some more present day ones. These images could be not just from some parts of Africa, but even here in the U.S. including homeless people and soup kitchens/shelters.

The idea of note taking is another good example, if done properly. I could not agree more that few students know how to accurately take notes. (Pitler 2007 ) I see this every year with my seventh grade Social Studies class, and usually have to walk them through the process However, if a graphic organizer is used, and proper steps taken to follow up with a layout, it would become much easier. Also, if an or example or examples are given by the teacher - in handout form - students would have reference point to refer back too.

By using these two main ideas, I believe and have seen that students will retain information not only better, but longer. This is the result we desire in the end, instead of just stored in the short term memory long enough to get past an assessment of some sort, then on to the next topic.

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

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Behaviorism in Practice

Back to blogging this week, looking at behaviorist learning theory and a couple of instructional strategies. I really like the idea of having students create their own spreadsheets to help track their own performance to see where they are weak and where they are strong. The neat thing was they looked at how their effort affected the outcome of their grade. Basically after looking at a rubric the teacher created, they then went on to track and create their own. I like the fact that they are more or less rewarded by seeing their effort either payoff or this helps them with knowing where they need to focus their effort on.
When it comes to homework and practice, I think we also see both sides of the coin. After a lesson is given or taught, students use homework almost as remedial tool or re-enforcer for what they just learned. The quiz or test that follows would be a good gauge or application of what they learned.
Effort should be awarded or punished as needed. What I mean by this is, if little effort is given, the poor grade is a reflection of that effort. Maybe then, remedial work or follow up work should be used whether its a project or research or? If good effort is put forth, a good grade is earned and recognition of some sort will follow. I believe there will and should always be some type of behaviorist learning theory used by all educators.