Utilizing Problem Based Learning Methods for Constructionism and Constructivism

According to Dr. Orey’s (2009) presentation, constructivism is a where students create a specific definition to for something general (Laureate Education, Inc, 2009). Thus, this is an example of retrieving prior knowledge to build upon; this process is called assimilation (Laureate Education, Inc, 2009). If in a given situation, students are unable to assimilate, then students will need to reserve the new information in a new place by accommodation (Laureate Education, Inc, 2009). Once this is this is achieved and then equilibration will eventually be reached when “a balance between differences in external reality and one’s current beliefs and understanding” happens (Laureate Education, Inc, 2009). So students start out as Constructivist and later have enough understanding to become a Constructionist. The tools that were to be explored this week were fascinating. Problem based solving is a great way for students to use their prior knowledge to discover something new that is to be learned. As one of my cohorts said, “It’s great to present a define problem and end up with an ill-define solution.” This meant that a problem is presented and the ending will not be expected to be the same every time. This is where students learn most, because it allows students to generate questions and hypothesis to answer them. After all, “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content.” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p 202). With problem based learning, the highest of learning is taking place. The one I really enjoy and still figuring out was the Problem Based Learning where you are able to create your problem based activity. Students are also using their senses and are constructing, thus the possibility for students to retrieve the information will be greater. If this is achieved, then we are making a difference in our students’ lives.

Cognitivism in Practice

After reviewing the different strategies for using graphic organizers in our required reading, I have to say, "Wow! Why did I not think of that?" Graphic organizers, cues, probing helps students recall the information recently learned. Dr. Orey(2009) described cognitive learning as a process where students learn to store new information, and the ability for them to retrieve the information at will ( Laureate Education, Inc, 2009). With the graphic organizers shown from using word process to advance organizers such as kidspiration help students make connections and retrieve information when needed (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 78). Often students do not make good connections when not engaged. Having them write down, from brain storming to making a table will aid them in making connections. In the long run, students will be able to make connections easier, and retain the information longer. This is what all of us teachers want. This week was a great learning experience.

Reference:

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

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

Correlation between instructional strategies and behaviorist learning theory

To begin, behaviorism is to condition desirable behaviors while behaviorism-based learning is to condition students' recently learned materials. The resources listed in the Resource column were great at demonstrating immediate feedback and to provide students with every opportunity to practice what they learned.

I extremely enjoyed the social studies tutorial because it has lessons that include audio for students who possibly may have problems in reading. To top it off, after the lesson, the student is able to click to practice what they just learned. Immediate feedback was shown after each question to correct any misconception of the new material. It is hard to make a student unlearn what he practice incorrectly and then having the student relearn to correct it.

The other resource I enjoyed was the Classroom.JC-Schools.net site because it provided many interactive websites for students to use. For example, the graphing interactive website was a website that allowed students to explore and manipulate the graphs to see what the reading would do. This helps students to read the coordinates and problem solve while answering questions at the bottom of the graph. After going through the exploration and answering questions, a box prompts for students to enter their name and the teachers email address as well as their own the results they scored on the interactive website. This is great way to demonstrate integration of behaviorism and technology into the classroom. This websites conditions students learning, giving students immediate feedback, as well as incorporating emailing tool to send results to students and teachers.

After reading more strategies in the text, I was eager to use the new found tools found in the readings. Having a linear view of Microsoft Excel and its purpose, I have acquired a new found way to use this software to compile worksheets and to use during class to teacher. It was great to see parabolic graphs done in Excel (Pitler ,Hubbell, Kuhn, & Malenoski, 2007, p 192). Students will be able to see formulas and tables while the graphs are compiled in front of their eyes. Better yet, students compile these for projects where they will be able to compare the results to derive their own rule to predict what will happen if a certain part of the formula changes.

Effort plays a large part in how students learn. "Success comes in cans; failure in can'ts" (Pitler ,Hubbell, Kuhn, & Malenoski, 2007, p 155). As stated in the beginning, behaviorism is about conditioning student behavior. Teachers should emphasis the relationship between "Effort" and "Achievement" is something that ever teacher should incorporate into their classroom. After teaching for two years now, I wish I would have done the Excel program that Ms. Powell did in her classroom (Pitler ,Hubbell, Kuhn, & Malenoski, 2007, p 158). She had students chart their efforts and their assessment test to see the correlation. This is a great concrete way for students to see their behavior and their choices affect their achievement outcome. Thus, students will see the more effort they put into their work, the better their achievements will be.

To wrap things up, behaviorism is about conditioning. Teachers must be creative in incorporating technology into the classroom to condition students to learn. Even though some interactive websites are used negatively, such as drills for lower level students, it is overall a great tool to use in the classroom. We just need to make sure it is to enrich our students' learning while we are entering the twenty first century classroom.

Reference:

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