Constructivism/Constructionism at Work

The strategies that were discussed in Chapter 11 of the text directly correspond to both the constructivist theory and the constructionist theory. These theories essentially require students to create something to aide in their learning. Chapter 11 discusses the idea of the students creating spreadsheets to watch how formulas grow and expand. This is an excellent example of the students creating something in order to learn how it works. Students who can work hands-on with material like this are bound to learn the material better. Not only do students learn the material this way, they also get a deeper understanding of it because they see it at work and can visually see what happens. No matter what kind of learner you are I always think that it is best to do something in order to learn best.


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

Cognitivism

Congnitivism is clearly at work in the strategies discussed in chapters 4 and 6. Cognigtivism is based on the idea that students are making connections. Connections between prior knowledge and new knowledge as well as across subjects. The strategies that were discussed include teachers making cues during a lesson, questioning strategies, and graphic organizers. Each of these strategies help students to make connections while learning. Cues and questioning help students to tie new information to information that they already knew. Graphic organizers help students to organize their thoughts and visually make connections with the material.

Concept mapping is also a part of cognitivism. This strategy helps teachers to make connections with the material that is to be taught and what has already been taught. Similar to graphic organizers for students, concept mapping helps teachers to make connections visually.

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

Behaviorist Learning in the Classroom

I feel that many of the instructional strategies used in classrooms today are based on the behaviorist theory of learning, especially the strategies that incorporate technology. The use of technology allows students to have immediate and frequent feedback when practicing and learning. Dr. Orey discusses in his video segment that students today are using online tutorials that help them to reinforce what is being taught and practice their skills. These tutorials and other online programs that allow students to practice what they are learning seem to have been created from the behaviorist theory. If students get a problem correct, there is often praise and encouragement.

Another strategy that corresponds to the behaviorist learning theory is having students map their progress and see the correlation between effort and results. Instead of constantly telling students that by doing their homework and classwork they will get better grades does not work well for most students. However, if the students chart their effort and progress they may see that by putting more effort into their work, their grades will be higher. This is a much more effective reinforcer than a teacher standing in front of the class and lecturing to the students why studying and doing homework is important.

References:

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

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