Constructionism Theory of Learning in Today’s Classroom

The Constructionism Theory of learning lends itself to the move to integrate technology into the classroom, as well as, the thinking behind new Common Core Standards.  These theories of Jean Piaget, points out, “Knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner.  Learners don’t get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others.” (Orey, 2001)  Seymour Papert, who worked with Piaget, said there were four mechanisms for learning, assimilation, accommodation, equilibration, and the primary storer of information, is schemas. (Laureate,  2016c) The main goal of Constructionism is the creation of an artifact by students based on their learning. Another proponent of the theory Vygotsky, believed, “consciousness is not the ability of an individual to know all the ontological answers to the universe, rather, it is the ability to perceive meaningfully.” (Lui & Matthews, 2005) Therefore, realizing that our roles must change from a “transfer engineer of information”, to a facilitator of learning, the use of technology can enhance student learning through constructionist strategies.

Probably some of the most recalled instances in my own learning throughout my life are the times that I was involved in experiential learning.  Visiting many of our nations key sites in its history, has given me a love of learning about how our nation was born.  That type of learning can be recreated within the classroom, by transforming the classroom into an environment in which learning by students is created through interactive relationships between the student and the task.  Many activities that great teachers incorporate into their classrooms already fit this type of structure.  Role playing, real-life simulations, hands-on creative activities, writing and even peer-editing are all types of activities that utilize higher Bloom’s skills such as evaluation, synthesis, and analysis.  Technology is a great tool to allow students to be able to work on researching and creating artifacts for their own learning.  As technology advances, many new possibilities exist that can be used, such as Wiki sites, Podcasts, Videos, Blogs, to name a few allow the creation of artifacts that require higher level thinking.

In my own class, I have been shifting towards allowing my students more abilities to work to learn on their own.  While creating curriculum for out district with units of study that focus on key Common Core Standards, I worked to create performance tasks that were meant to work towards a finished product that demonstrated their learning.  Since I focus on Writing for our grade level, I decided to add a real-world application, by utilizing Blogs for my students.  With my homeroom class, I decided to set up a Genius Hour style approach to Science.  Students are working to learn about those areas of interest within the required standards, with the goal of creating an artifact that will be featured on the classroom webpage.  As I facilitate their learning, I have asked them higher level questions to help guide their learning.  I also introduce and encourage creative thinking in the choices they are making to create models of their learning.  One group studying plants, recently asked me if they could cook a cake and decorate it to model the parts of a plant cell.  They were excited to have the opportunity to show their learning in this way.  Strategies like these help both students and teachers master the ISTE standards that help shape our 21st Century students.  Constructionism projects such as these, help students meet five of the six standards.  They certainly encourage research using technology, which requires critical thinking and decision making skills, along with collaboration with others, and creativity in creating the final artifact.  (ISTEs 2016) Teachers become the facilitator that inspires students to be creative by designing learning experiences that allow this type of project based learning. (ISTEt 2016)

While researching this week and synthesizing the information that I found, I realized that the project in Science that I have asked my students to work on this year, crosses a variety of learning theories.  While a Genius Hour style adaptation, my students are working through the process of learning about their chosen topic to create a final artifact that demonstrates their learning.  Constructionism is the main learning theory that my students are using to learn.  Technology plays a key role in helping my students learn as they navigate many sources during their research.  As final projects begin to be created, there will also be a creative use of a variety of tools that can be used by students to complete them.  Students are always excited when I tell them it is time for Science, and in the short time they have been working, I see that there is a great deal of learning that has already taken place.  While it can be challenging to change one’s thinking about the role of a teacher, it is also very rewarding to see student want to find answers to their questions.  Since humans have the innate need to search out truths, students want to find answers to what interests them. It is through times like I am providing my students that they can develop the skills to learn how to utilize technology to help them learn.

 

References

International Society for Technology in Education. (2016). ISTE standards for students. Retrieved from http://www.iste.org/standards/standards/standards-form?standardid=4

International Society for Technology in Education. (2016). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

Lui, C. H., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386-399. Retrieved September 27, 2016, from http://files.eric.ed.gov/fulltext/EJ854992.pdf

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Yellowstone Virtual Reality Field Trip Update

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On day two I had the opportunity to watch a twenty minute video with my students about Yellowstone.  This was after we successfully were able to watch Old Faithful erupt live.  As we finished the video, we were able to hold a discussion about what they had learned from the video.  I worked with them making the suggestions as seen on my Mind Map on how to complete it.  With questioning and their input, we were able to complete a good portion of the map.  With several other planned activities, students will be able to complete more of the map on their own.

One interesting development that I uncovered when I was grading this weeks Blog posts by my students, was one student was so intrigued by what she learned that she wrote what she learned on her Blog page. To check out the short post on Carly’s Blog Post . As I started the second day, there was more engagement with everyone working to complete their own Mind Map.  I will give them one more period of working on their map individually, after I show an additional video about the park.

Yellowstone Virtual Reality Field Trip and Cognitive Learning

Connecting students to the real world by giving them experiences that they may not be able to encounter, helps to prepare them for their lives in the future.  Technology allows the teacher the opportunity to bring the world into the classroom.  In my school, the majority of students come from Hispanic and lower income families.  Many have not had the opportunity to travel to locations outside our own city.  There are some that may have gone to Mexico, but not to other locations.

To prepare for this lesson, I chose to utilize Google’s Expedition program of bringing the world into the classroom.  I decided to take my students to Yellowstone National Park, and introduce them to a variety of science concepts.  My plan was to not only incorporate the 360 degree photographs that Expedition offered, but to utilize live webcams of Old Faithful, as well as the extensive library of videos that the National Park Service has on their website.

Having researched and read about the benefits of cognitive tools on learning, I chose to ask students to create a mind map as we visited Yellowstone virtually. Mindomo Press points out that, “A mind mapping tool creates the right context where students can develop their critical thinking, creativity, independent though process and teamwork skills.” (Mindomo Press, p2, 2013) I took time to introduce mind maps to my students, by discussing the reason why they help students better understand materials they are learning.  Then I had them watch a video on how to create mind maps, and showed them several examples I had found with a Google search.

I created my graphic organizer using the parameters of a mind map, by placing the main question in the center of the page.  Radiating from the center are the arms of the graphic organizer, which contain the central ideas I want students to focus on as we visit the park.  My central question is, What scientific principles are found in Yellowstone Park? From that point, students will continue with smaller branches containing details they learn as we learn about water, rock, plants and animal components within the park.

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I began the process of visiting Yellowstone via Google’s Expeditions, by projecting it onto my board.  I had wanted to work as a guide with all students being able to see each of the places we would be visiting on their individual Ipads, however, my Site Tech was unable to download the apps on all their Ipads.  This created some disengagement by some of the students, as they were not focused.  I was able to successfully view the live webcam, but due to the limited time frame in which to complete the project, Old Faithful was not scheduled to erupt until after school was over.  To further complicate matters, their website was having troubles making their videos unavailable.  We were able to successfully look through the five different areas of the park that Expeditions offered.  With help from me, we were able to complete some of the mind map.  I plan to continue working with my students to learn more about each of the areas to help them learn more about our first National Park. I will update the process, this weekend.

The cognitive tools that I have chosen to use in this process, Expeditions, Videos, Webcams, and Mind Maps, all help support the constructivist theory and utilize higher order thinking skills by my students.  Orey’s study by several authors, points out several of the issues that I encountered. However, overall I believe that the overall plan does, in fact, set clear learning goals, utilizes a graphic organizer that allows for student to show their own expression of knowledge, and can be scaffolded if needed. ( Robertson, 2007) As I work through technical issues, I will continue to reflect on the process and work to seek full engagement by all my students.

References

Mindomo Press. (2013, May 15). How mind maps can inspire collaborative learning. Retrieved    from http://www.edudemic.com/how-mind-maps-can-inspire-collaborative-learning/ . 19 Sept. 2016.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 19 Sept. 2016, fromhttp://epltt.coe.uga.edu/

 

Behaviorism in Today’s Technology Enhanced Classroom

While the behaviorist theory has been practiced for centuries with students, it wasn’t until John B. Watson and B. F. Skinner identified the approaches to learning.  “Watson believed that human behavior resulted from specific stimuli that elicit certain responses.” (Orey, p2., 2001) “Expanding on Watson’s basic stimulus-response model, Skinner developed a more comprehensive view of conditioning, known as operant conditioning. His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not.” (Orey, p 2, 2001)  In a very recent staff meeting on working with autistic children, it was pointed out that a strategy to handle students that challenge the teacher was to give the student two choices with one having a positive consequence and one negative.  Teachers reward and punish students to strive to achieve desired behaviors every day.

Using technology in the classroom can follow the behaviorist theory, depending on the particular program, and way, in which it is utilized.  There are many programs that provide enrichment and practice for students that could be said to reward them for positive responses.  Programs such as Scootpad, provide teachers the opportunity to allow students to work in a variety of subject areas to show mastery of standards.  Students earn coins for each correct answer, which can be used to purchase backgrounds or extra games that can be played.  Students get instant feedback and strive to get more correct answers than incorrect ones to earn the positive rewards.  These types of programs reinforce behaviorism while doing the same for standards that students have been taught.  “Well-made software programs allow teachers to choose which learning objectives students need to practice, offer sophisticated and seamless multimedia to keep the learner engaged, and provide immediate feedback and scaffolding in order to help students understand and practice a concept.” (Pitler, Hubbell, Kuhn, p174, 2012) This is just one of the programs that are utilized in my classroom to enhance learning.

Many of the technologies I have already implemented into my daily routines are intended to capitalize on enhancing the learning goals based on the required standards. Students are using Google products to create examples of their learning, such as reports and stories that are written on a Google Doc and even peer edited. The student use of the Ipad is determined by their willingness to complete assignments, use it appropriately, and follow simple rules.  Their choices determine whether they receive negative or positive consequences, which is an age old behaviorist practice.  Other programs, such as Spellingcity and Edcite, are practice and testing sites that allow students practice time and then the ability to take assessments.  Students are given immediate feedback that shares how successful they have been.   Recently, I introduced the concept of using blog sites to post student work, to provide them with more incentive to work harder on their writing skills, as their work is for more than just the teacher to read.  As I choose technologies, such as these and others, an overall determining factor becomes how they meet the technology standards as outlined in ISTE and my state’s standards.

Those standards are for both the teacher and the student to master with the use of technologies.  Sites like Spellingcity and Edcite help teachers assess and collect data on student mastery of content standards.  While the immediate feedback is behaviorist in nature, sites such as these do little to meet the ISTE standards for students.  Lessons in my class involve student research, collaboration, and the use of technology to create a demonstration of the knowledge they have gained.  The new ISTE standards state that students need to be empowered learners, who are good digital citizens that construct using technology evidence of knowledge through innovative design, all while being a global communicator that communicates creatively and develops into a computational thinker. (ISTE for Students, 2016)

As I move into the future, my main concern is to continue to guide my students into critical thinkers that can solve problems and demonstrate their mastery of the expectations they are faced with required content standards.  As Laura Moorhead points out in her blog titled, There’s no app for good teaching, when quoting Punya Mishra, “At the start and end of each school day, ask: What’s the pedagogical goal? ‘What we’re doing in schooling and in teaching is trying to convey content knowledge, whether it’s music, art or math.’” (Moorhead, p3, 2014) Whether I incorporate methods of Genius Hour, or Hour of Code, all technology use is determined on good teaching practices that will help my students move towards mastery of the content standards.  Technology will not replace the teacher in the classroom. Early research by individuals such as, “Peterson (1931) conducted early research on Pressey’s self-scoring testing devices. His experimental groups were given the chemically treated scoring cards used for self- checking while studying a reading assignment.” (Burton, Moore, Magliaro, p14, 19xx) What they and other have shown, is that immediate feedback improves overall performance of students.  Moving into the future, I will use the ideas of behaviorist theories, along with the knowledge of research results, in guiding my thoughts as I plan lessons, while incorporating technology. As always my goal is to help students in helping them become critical thinkers, which will help them move towards mastery of those content standards. Ultimately, this is the task we are asked to perform in our positions.

 

References

 

Burton, J. K., Moore, D. M., & Magliaro, S. G. (2016, February 18). Behaviorism and Instructional Technology       [Scholarly project]. In Edtech. Retrieved September 12, 2016, from http://www.aect.org/edtech/ed1/01.pdf

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from     http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from     http://www.iste.org/standards/iste-standards/standards-for-teachers

Moorhead, L. (2014, September 3). There’s no app for good teaching. Retrieved from               http://ideas.ted.com/theres-no-app-for-good-teaching/ . 12 Sept. 2016.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from     http://epltt.coe.uga.edu/index.php?title=Main_Page . p2. 11 Sept. 2016.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.).      Alexandria, VA: ASCD.

Defining My Personal Theory of Learning

When reflecting on my own ideas regarding how students learn, I believe that it stems from a blend of some of the leading theorists throughout history.  This belief explains how I approach lessons within the classroom, and is claimed to be, “Or perhaps you believe that all of these perspectives together describe the range of possible explanations of how learning occurs. If that is the case, as an eclectic instructor, you will choose to implement those parts of the theories that best match the teaching and learning needs of the moment.” (Lever and McDonald, p29, 2015) Over the years, I have worked to understand how I can better engage students and increase their learning.  Therefore, I have a variety of examples that support my blended theory.

Jean Piaget formulated the Developmental Theory, which stated that key developmental stages may affect learning.  Having taught several grade levels throughout my career, I have witnessed the need to change how you teach to reach the different levels of development that students bring to your classroom.  Lev Vygotsky, a social learning theorist, recognized the desire of students to bond within a community.  In the past several years, not only have I worked in small tutoring groups, but also, rearranged my classroom to incorporate cooperative learning, where students bond with each other and communicate together to improve learning.  This past week in class, I was discussing with my class how they must utilize the models that are provided for student success, which is a social learning theory that Albert Bandura developed.  He believed that the prediction of the outcome was directly tied to the motivation given through the modeling process.  While I utilize other ideas, the most interesting that I have been moving towards, of late, is the thoughts by Howard Gardner on Multiple-Intelligences.  Originally having identified eight innate capabilities, then adding an additional one, with another under study, he felt that every child used a dominate capability or combinations to learn.  These ideas included; linguistic, spatial, bodily-kinesthetic, logical-mathematical, musical, interpersonal, intrapersonal, naturalistic, and existential.  I have been striving to incorporate multiple strategies within lessons, to use various capabilities that reach more students.  While some of these ideas were taught during my program of studies for my credential, it wasn’t until, I had worked and tested my own ideas within the class setting, that I have come to develop my thoughts of learning.  The ideas presented by Lever and McDonald, not only reminded me of that training, but have helped me better understand how my teaching style has evolved. (Lever and McDonald, p28, 2015)

Over the two classes that I have worked on here at Walden University, my understanding of the importance of transforming my teaching practices and integrating technology to new levels has grown.  Having studied carefully the California Common Core Standards, it is clear that technology can play an important role in developing the critical thinking of students.  Through research and creative uses of technology to demonstrate learning, students can broaden those skills with challenging lessons that teachers create.  Ben Johnson, administrator, educator and author, in his blog post, “Great Teachers Don’t Teach,” states:

“Returning to my original premise: great teachers do not teach. They stack the deck so that students have a reason to learn and in the process can’t help but learn mainly by teaching themselves. This knowledge then becomes permanent and cherished rather than illusory and irrelevant.” (Johnson, 2013)

This is the path that I chose to begin last year, as I revamped my teaching style and began this course of studies.  As I move forward, it is my desire to become the “learning engineer,” as Ben Johnson retitled the role of the teacher.  To accomplish this goal, it will require that I am willing to look to others for help in developing the lessons and strategies that have proven effective in other classrooms.

Currently in my own classroom, I incorporate small project-based learning goals that require students to research, collaborate, and create various methods of delivery of learning that has taken place.  This year, I am integrating more options for students to use technology to demonstrate their learning.  In Writing, I will be introducing students to Blogging to give them real-world experiences to demonstrate and improve their writing abilities.  I am hoping that their blogs will be visited by other students, and that an interaction will begin to occur that will inspire my class to work hard to improve their writing skills.  In Science, I have created a Wiki page for students to create projects that demonstrate their understanding of the ten basic topics they are responsible to learn.  They have chosen the topic they wish to research first, and will now begin to learn about the standards I have outlined for them.  My overall goal for the future is to continue to work towards helping my students find a love of learning that translates into a deeper understanding and mastery of the standards they must know, but also to prepare them for their future lives.

As I work to accomplish this goal for myself, I will be working to uphold the Mission and Vision of Walden University.  Through the transformation from teacher to facilitator, I will be making the social changes in both a scholarly and applied sense.  Students in my classes will, “apply new skills, expand their networks, gain deeper knowledge, and consider a variety of perspectives in order to better address practical problems,” (Social Change, n.d-b, Walden University) they may face in school, and the world they live in.  The efforts that I make will help to change the lives of my students for the better to help them secure a successful future.  As I continue to allow my students greater freedom of their own learning, the guidance in the direction they will take will be guided by the ISTE Standards.  Students will develop skills that cross all six of the standards, 1) Creativity and innovation, 2) Communication and collaboration, 3) Research and information fluency, 4) Critical thinking, problem solving, and decision making, 5) Digital citizenship, and 6) Technology operations and concepts.  (ISTE, 2016) As the “learning engineer,” I will also work to follow the three teacher ISTE standards that deal with students, 1) Facilitate and inspire student learning and creativity, 2) Design and develop digital age learning experiences and assessments, and 3) Model digital age work and learning. (ISTE, 2008)  The final two standards for teachers will be met through my efforts as our site technology coach.  With everything I have learned and experienced in the transformation I began last year, I know that my students will benefit immensely.  While the Journal on Excellence in College Teaching, focused mainly on college students, this type of brain-based learning I am shifting to have benefits as they conclude.

“The combination of information from brain research, the brain-based literature, and our experience implementing brain-based strategies in our courses, and the student evaluation data makes for an argument that teaching with the ‘brain’ in mind is a win-win situation and may increase the academic performance, sharpen the thought processes, and improve the attitudes toward learning of college students.” (Freeman and Wash, p116, 2013)

In my experience in the first year of my shift, students excelled as a result of their engagement.  As I move forward, I will continue to work to make positive social changes with both my students and my colleagues.

 

 

 

 

 

 

References

Lever-Duffy, J., & McDonald, J. (2015). Teaching and learning with technology, Enhanced Pearson eText (5th ed.). Boston, MA: Pearson Education.

Johnson, B. (2013, June 28). Great Teachers Don’t Teach. Retrieved September 03, 2016, from http://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson

Walden University. (n.d.-b). Social change. Retrieved September 01, 2016, from https://www.waldenu.edu/about/social-change

Walden University. (n.d.-a). Mission and vision. Retrieved September 01, 2016, from https://www.waldenu.edu/about/social-change/mission-and-vision

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Freeman, G. G., & Wash, P. D. (2013). You can lead students to the classroom, and you can make them think: Ten brain-based strategies for college teaching and learning success. Journal on Excellence in College Teaching, 24(3), 99–120. Retrieved from the Walden Library databases.