Constructionist Resources

"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" (Hubbell, Kuhn, Malenoski, & Pitler, 2007). In a nutshell, generating hypotheses help students form accommodations to their existing schema to achieve equilibration. Once students have formed these hypotheses, many of the discoveries that occur begin to assimilate into their schema. Through constructing their own learning, they are following a constructionist learning perspective.

Many data collection tools discussed in Generating and Testing Hypotheses aid to assimilation as student begin to "see the bigger picture and recognize patterns" (Hubbell, Kuhn, Malenoski, & Pitler, 2007). In addition many, "web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses in virtual situation that would be impossible or financially unfeasible in real life" (Hubbell, Kuhn, Malenoski, & Pitler). These devices not only encourage more individual constructivist learning, but also strongly foster the four stages of Project Based Learning. "Darwin Pond" is a superb example of cooperative, Project Based Learning that allows students to create hypotheses and then test them. Overall, the resources discussed in this week's readings prove to very helpful to the constructionist educator.

Cognitive Learning Strategies

This week's resources describe, in detail, the many theories and aspects of cognitive learning. The aspect that stood out to me the most is the concept of "elaboration" as described by Dr. Orey in this week's video. "Elaboration" is the way the mind processes information into long-term memory by making connections to their learning. If a child cannot connect to what they are learning, then that information will not be permanently stored.

The Summarizing and Note Taking chapter of Using Technology with Classroom Instruction That Works discusses how students' note taking "focuses on enhancing students' ability to synthesize information and distill it into a concise new form." This is, in fact, a physical form of elaboration. By use of tools like concept maps and various online tools, students will be able to more readily "elaborate" on material discussed in class by physically seeing the connections being made right in front of them. This will increase the ability of the students to remember the "pathway" to the information they wish to recall, another cognitive learning theory. This week's upcoming application will allow me to design a concept map to utilize in my classroom to promote "elaborating" with my students.

Behaviorism Blog

From a behaviorist perspective, all behavior is viewed as a response to external stimuli. I believe that there are many instructional strategies that teachers can implement in order to shape their students' behavior. These strategies are fairly easy to introduce, for there is little mental activity involved. As an educator, I have always tended to use the positive reinforcement model when trying to extinguish an undesired behavior. I now know that the removal of something unpleasant, which is referred to as negative reinforcement, can be just as effective. I feel that in order for the behaviorist theory to maintain its effectiveness in the classroom, some type of reinforcement must immediately follow the behavior. Contracts are another useful strategy for modifying student behavior, for they directly involve the student in the "unlearning" process. Various forms of educational technology can be applied in order to evaluate the effectiveness of a particular approach. Spreadsheets, and similar programs that involve graphing collected data, serve as a clear visual representation of a student's progress. This benefits both the educator and the student.