Constructionist Learning Theory

Constructivist or Constructionist it all sounds as though I am getting ready to build a house.  This would not be a successful journey for me due to the fact that I am the anti Bob Villa.  Just the other day I successfully installed gas shocks on my storm door and I was excited.  Alright, enough about my carpentry skills, and more talk about the Constructionist learning theory.  Ultimately, there are six basic tasks that can be done through using the Constructionist method.  They range from problem solving, to historical investigation, inquiry, and decision making to name a few (Laureate, 2010).  By using these tasks students are able to have original thoughts and then they are able to explore those thoughts. 

An example of a lesson that I use in my junior U.S. History classroom that uses the Constructionist theory is testing a hypothesis over the Boston Massacre.  I have students use prior knowledge about the massacre and have them develop a hypothesis explaining the motive behind the British soldiers opening fire on Boston citizens.  Most of my students have been fed the basic patriotic version of events, so they all have similar hypotheses.  We then study multiple primary sources from the massacre and the students independently examine the information provided.  They then must decide if their hypothesis was correct or incorrect and then explain their reasoning behind their findings.

This lesson is one of the more powerful and interactive lessons for many of my students.  They are able to give a hypothesis, historically investigate, analyze different sources of information, and then synthesize all of the information by making a determination of the merits of the original hypothesis.  The lesson usually ends with a lively debate between students who have the same information, but have come to different conclusions.

The Constructionist learning theory does have its drawbacks.  Some students initially struggle with the freedom this learning theory provides.  Students are in the lead with their own learning and teachers act as guides.  This is great, but some students thrive on the structure a “normal” classroom provides. 

Resource:

Laureate Education,Inc. (Executive Producer). (2010)/ Program seven. Constructionist and constructivist learning theories [Webcast}. Bridging learning theory, instruction and technology. Baltimore, MD. Author

Using Technology to Reinforce Effort

In this post I will be discussing the role of technology in both reinforcing students effort and also the role of technology in homework and practice.  I will also be relating the role of technology to the behaviorist learning theory.

In this weeks reading the important role technology can play in reinforcing student effort was discussed.  Technology can be used in a variety of ways to increase student effort in the classroom.  Using technology to create effort rubrics can provide students with a valuable learning tool (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students are able to understand what type of effort is expected of them by having it spelled out in a effort rubric.  The chapter references how Ms. Powell then uses the effort rubric in a spreadsheet where students chart their weekly progress.  Students are able to see immediate and long term effects of effort in the classroom (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This type of reinforcement has a direct connection to the behaviorist learning theory.  By providing students an opportunity to provide positive and negative feedback to themselves, teacher's like Ms. Powell are reinforcing positive behavior through self analysis.

In this weeks reading I was also introduced to the role of technology with homework and practice.  This week's reading states "technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  There are a variety of technologies which can be used with homework and practice such as word processors, spreadsheets, multimedia, web resources, and communication software.  For example, spreadsheet software allows students to chart numbers and can show students slope, or paraboles.  Students can use computers to play educational review games (Pitler).  There are a variety technological resources which can reinforce student learning outside of the classroom.  Another example of technology which can be used effectively outside of the classroom is Google Docs.  Google Docs allows for one user to create a document and others can collaborate with them, or a teacher can give instant, direct feedback outside of the classroom (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Technology has a growing place both inside and outside of the classroom.  Technology can also be easily adopted into any learning theory.  Since this week we are specifically focusing on the behaviorist learning theory, technology can be used to provide positive reinforcement to students through the use of self analysis spreadsheets.  Technology can also provide students with opportunities to continually practice a skill through interactive games and simulations (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

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