Constructivism in Practice

Dr. Michael Orey discussed constructivism this week and defined it as "a theory of knowledge stating that each individual actively constructs his or her own learning" (Laureate Education, Inc, 2011). The main focus lies on getting students to build things and having students engaged in their learning and the process of creating artifacts.

One instructional strategy that we looked at this week talked about students generating and testing hypothesis. When doing this, students are "engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Allowing students to create their own hypothesis and then test them out, we are giving them the freedom to construct and build new knowledge. As teachers, we must be giving some of the reins to our students so that learning can occur. Activities such as problem solving, experimental inquiry, and decision making all give students the power to build their knowledge. Oftentimes, I will put my students in groups for such activities where they can build on their knowledge together and construct new ideas and hypothesis. I find that more students are more engaged and enjoy learning more when they are able to go off on their own and investigate. Technology can play a big role in this instructional strategy by taking the tedious part of an activity and making it much quicker so that students can focus on the actual content and learning. Using the Internet for research projects and data collection is also a great tool for students to use while generating and testing their hypothesis. Dr. Michael Orey also discussed the benefits of using power point in classrooms for not only displaying new information, but allowing students to create their own to show knowledge. I am currently using this technology tool in my classroom as my students have just finished reading their own "Who Was" biography and will be using power point to present important findings. They are also encouraged to dress up as their person to enhance their presentation. By doing this, students are building on their knowledge and presenting it in a way that is all their own.

Overall, the constructivism theory is all about students building and constructing their own knowledge. Students are taking more control of their learning within this theory and continue to test and question the information that they receive. I think this theory will become more and more prominent as we go through the 21st century.

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

Cognitivism in Practice

This week's focus was on the cognitive perspective and looked at how two instructional strategies from the learning resource correlates with this theory. Dr. Michael Orey noted that the cognitive learning theory revolves around information processing and how students need to build many connections in order to learn new material and retrieve it for future use (Laureate Education, Inc, 2011).

The first instructional strategy that we looked at this week was on Cues, Questions, and Advance Organizers. This strategy focuses on "enhancing students' ability to retrieve, use, and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.73). I use this instructional strategy quite often in my classroom because my students need the guided notes and graphic organizers to help them focus their learning. I use KWL charts to help my students at the beginning of a unit to test what knowledge they already know and it also helps me focus my attention on how I can bridge gaps and connect their prior knowledge to new knowledge. Incorporating technology and using word processing programs to help create these graphic organizers and charts, "will help students organize their thoughts around the essential information and get them thinking about what they know about the topic before the teacher has fully begun the lesson"(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 76). We also just began using the Webspiration program in our school, which I think is a great tool for students and teachers to help organize information. I enjoy it because it allows me to place visuals with my information so it cues into two different areas for my students. It also allows my students to create their own representation of the information they have just received into a way that best fits their needs.

The second instructional strategy that we look at this week was on summarizing and note taking. This is a skill that I feel many students struggle with and often many teachers neglect in teaching. We want our students to take good notes so they can study for tests, but we never truly model how to take notes. Summarizing and note taking "focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 119). I really liked the summarizing feature in the word processing applications. I had never heard of this before, and really think my students could benefit from this. It also gives them more opportunities to use technology, which could turn a mundane task into something more enjoyable for them. This strategy is critical in the cognitive perspective because it looks at enhancing students knowledge of a particular topic and helps them organize their information to form new connections. Notes are personalized tools for students and I know that I personally need to work on this strategy with my students.

Overall, I feel that the cognitive perspective is very relevant in today's classrooms and can often be one that is neglected the most due to the time consuming note taking and organizing tools. Even so, it is extremely important that students learn how to utilize these tools in order for information processing to occur.


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

Behaviorist Learning Theory

This week's learning resources centered around the behaviorists theory of learning and looked at different instructional strategies that help to reinforce this theory. Dr. Michael Orey talked about Operant conditioning and how behaviors can be reinforced through rewards and they can be punished if the behavior is undesirable (Laureate Education, Inc, 2011).

One of the instructional strategies discussed the benefits of reinforcing effort. By doing, students see the correlation behind their behavior (how much effort they are putting into something) to their successes with learning new material. My school uses a contract system for every student and they carry it with them from class to class each week. They can earn a total of 4 checks per class and one of them focuses on whether the student has put forth their best efforts. This helps our students be more accountable for their actions and take control of their own learning. When students start to see that they have power in their learning, I believe the more learning occurs. Another way that I help my students monitor their own effort, is through the use of rubrics. I love the Rubistar tool discussed in this week's learning resources and I use it with my students on almost all of their assignments. Part of my grading system has the students grade themselves on their rubrics before I do so that they can have a part in their grade as well. I have found that most of my students are completely honest and are often harder on themselves than I am! Using technology tools like surveys and spreadsheets, allows the students to take ownership of their effort and see how the success and effort correlate.

The second instructional strategy discussed this week was on homework and practice. This gives students the chance to review the skills learned in class and apply them independently at home. It also goes hand in hand with the behaviorists perspective through using technological activities for homework, students get reinforced while completing assignments. "Technology facilitates homework, making it easier for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.189)I have been doing better about assigning homework that involves my students interacting with websites, collaborating with each other through blogs and creating presentations. In doing so, I have seen an increased desire in my students and their willingness to complete homework. They see it as something fun to do, rather than another tedious worksheet. I also enjoy grading different assignments as well!

These two instructional strategies correlate with the behaviorists theory since they focus on rewards and punishments. Students behavior gets managed in both situations and we find more often than not, it is in a positive way!


Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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

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