Constructivist/Constructionist Learning Theories

This week's resources were about the learning theories of Constructivism and Constructionism.  Dr. Michael Orey defines the Constructivism as "a theory of knowledge stating that each individual actively constructs his/her own meaning" (Laureate Education, Inc, 2011).  He then goes on to define Constructionism as "a theory of learning that states people learn best when they build an external artifact or something they can share with others" (Laureate Education, Inc, 2011).   With these theories, there are many instructional strategies that can help us teach so that students are constructing their own learning.

The first instructional strategy is generating and testing hypothesis.  “When students generate and test hypothesis, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, R., & Kuhn, 2012, p.204).  When classrooms use this instructional strategy in the classroom, the results are students who are more engaged and use higher-order thinking.  Students can use graphic organizers to help them organize their thoughts and data.  There are many web tools, apps, and software that allow for many different types of templates where students can organize their thinking and results.  Some of these tools are Kidspiration, Popplet, Bubbl.us, Inspiration, or Mindmeister.

Another way I have used technology to allow students to generate hypothesis is through the use of Edmodo.  I have posed questions where students have had to use their prior knowledge to generate a hypothesis and post it to the discussion board.  Students then need to comment on other students’ hypothesis and defend their own.  Here is an example video from Edmodo of a teacher doing just this:

Edmodo for Science

Another instructional strategy is that of project-based learning.  “Project-based learning is a teaching and learning strategy that engages learners in complex activities”  (Orey, 2001, para 33).  The idea of constructionism can be seen in project-based learning by the fact that students are at the center of their learning and their learning outcome is demonstrated by the creation of artifact or presentation.

Many teachers believe that when they do projects in class that it is the same as project-based learning.  This is not true.  Here's a chart, that was created by Amy Mayer of FriEdTechnology, that helps show the difference between doing projects and project-based learning.

According to Dr. Orey , there are seven features that make up the components of  project-based learning  (Orey, 2001).  These components are:

• Learner-centered environment
• Collaboration
• Curricular content
• Authentic tasks
• Multiple expression modes
• Emphasis on time management
• Innovative assessment 

Through the use of these instructional strategies, you can help to create a classroom that supports constructionism. 

Resources:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [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

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

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

Marcia Tate's "Worksheets Don't Grow Dendrites"

On Friday, I had the pleasure of attending a professional development given by Marcia Tate called "Worksheets Don't Grow Dendrites" which is based upon the book with the same name.

"Have teachers ever complained that their students cannot understand or recall much of the content taught after a 24-hour period? It stands to reason that if students don't learn the way we teach them, then we must teach them the way they learn! Experience 20 instructional strategies (based on brain research and learning style theory) that maximize memory and minimize forgetting. Increase learning for students when strategies like drawing, metaphor, music, and storytelling are used to teach curriculum objectives and meet national standards. Explore research that shows why these strategies are preferable to others. Ensure that brains retain key concepts, not only for tests, but for life! This workshop has been called both professionally and personally life-changing and lots of fun!"

As the description of her presentation states, it was life-changing for me as a teaching professional and in my personal life.  Marcia Tate was an amazing speaker and inspirational.  She shared her 20 instructional strategies and used each of these strategies as she taught our group. She also shared the 10 characteristics of the brain compatible classroom.

My biggest take away from this had to do with thinking positively.  Marcia shared that thinking positively helps to boost your confidence.  Creating a positive environment for your students is key.  Having an environment that is high stress, high anger, or high fear can result in students feeling threatened and this can then cause up to a 40 point drop in someone's IQ.  I can relate this back to myself.  I am constantly under an increased amount of stress from work, personal life, and school, this I can tell results in a lack of confidence.  I know I am truly going to work on thinking positively about things and inspiring myself.

The list of strategies that Marcia gives during her presentation are ones that align with brain based research and learning theories that I am hearing about in my Master's course resources.  The strategies help to create an environment where students learn their best.

1. writing
2. storytelling
3. mnemonic devices
4. visuals
5. movement
6. role play
7. visualization
8. metaphor, simile, analogy
9. reciprocal teaching (cooperate learning)
10. music
11. graphic organizers
12. drawing
13. humor
14. discussion
15. games
16. project-based instruction
17. field trips
18. manipulatives
19. technology
20. work-study

One of the strategies I want to talk about is using music in the classroom.  Marcia Tate said that using music in the classroom changes states or moods, helps memory, and that a math/music connection does exist.  I used music a lot in my classroom to help set the mood, information retention, and as a way to get up and move.  Music that was light like classical,  smooth jazz, spa relaxation, or any of Enya's music helped to create a relaxing environment where students could move around to a comfortable spot, relax, and complete a journaling activity, for example.  I also had many pieces of music that had been created to help students learn new content from the multiplication table to science information   Marcia shared with us a gentleman who was a Disney Teacher of the Year and writes his own science learning lyrics to popular songs.  His name is Mr. Warren Phillips.  You can find his work at wphillips.com.

Other information that Marcia Tate shared was that anything you do while you are moving is more likely to become hard wired to your brain.  She demonstrated this by having us move and point to parts of our arms to name the parts of a neuron (or memory cell).  I can say that I still remember the parts by visualizing moving my fingers (dendrites) and the space between the dendrites and the axon by snapping my fingers (synapsis).    She also talked about how storytelling can help students make connections as well.  For many of the areas she talked about, she had a story to share and that really helped for me to retain this information without writing it down.  The last one I want to share is humor.  Laughter can help increase alertness and memory, as well as reducing stress.  Marcia told many little riddles and jokes during her presentation and not only did they make us laugh but it helped in keeping my attention.  "Classrooms that imbued with humor and build students; confidence incases learning.  In addition, teachers that are passionate and show enthusiasm create a climate conducive for learning." 

The most meaningful part of this professional development was the reaffirmation that what I am doing with my students is what I should be doing.  I am already doing a good job of developing lessons and creating environments that align with these strategies to help my students learn.  If you ever get the chance to watch Marcia Tate present, I highly encourage you to attend.  She is an amazing speaker and the information she shares is important.  The fact that she teaches her audience using this strategy really helps you to understand how to implement the strategies and visualize how it works.

Link to the book on Amazon: 

Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain

Cognitive Theory, Tools & Instructional Strategies

Cognitive Learning Theories are learning theories that really focus on the organization of information and how we learn and build memories.  “Cognitive Learning Theories really revolve around primarily, information processing” (Laureate Education, Inc., 2011).  There are many instructional strategies that help facilitate this idea.  This week, our resources really helped to identify how we could use technology within these instructional strategies to help increase the connections and retention of information.

There are many cognitive tools that are available for teacher use.  “Many cognitive tools have multiple roles.  Their roles allow students to interact with information in order to acquire, synthesize, create, and share new knowledge” (Orey, 2001, para 16).  The tools have an impact on student learning in different ways.  The different types of cognitive tools are information seeking, information presentation, knowledge organization, knowledge integration, and knowledge generation.  Within each of these areas, there are many technology tools that can help teachers increase the student achievement.  Presentation tools, for example, like Prezi, MeoGraph, Nanoogo, and Little Bird Tales, allow students “establish relationships among information” (Orey, 2001).  Students have to organize the information that they have gathered or want to share.  As this organization is happening students can begin making connections through something such as pictures in order to create a long-term memory.

Another instructional strategy is using cues, questions, and note taking.  All of these “focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, E. & Kuhn, 2012, p. 91).  It is a good idea to begin lessons or projects with these implemented as it helps to focus learning and give students an idea of what is to come.  Even by using cues, students’ curiosity can begin to peak, which makes them more interested in the learning that will take place.  They become more engaged and want to know more.    With this engagement, I can watch as the students begin to take more ownership over their learning process.  Essential questions are an important part of cues and questioning.  “Asking students to use background knowledge to answer essential questions aligns with the research showing that higher-order questions produce deeper learning than lower-order questions do” (Pitler, 2012, p. 95).   In my years of teaching, I have found that the use of essential questions really helps to drive students.  I have also found it beneficial for students to begin creating their won questions when it comes to their research.

The last instructional strategy I will focus on is that of summarizing and note taking.  These focus on “enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, 2012, p. 147).  There are many technology tools and apps that can make it easy for students to take notes.  Some are as basic as Notes on an iPad to applications like Evernote or Dragon Dictation to web tools such as Videonot.es.  Each of these help to make it easier and more accessible for students to take notes on information they receive.  Another added benefit is that quite a few of these note-taking tools allow for you to embed or link websites, pictures, and video.  While students take notes, they have to choose what they believe is the most important information and write it down into their own words.  It is almost as if the summarization is taking place while note taking is happening.  I can personally say that when I take notes, my retention of information is better as not only did I need to synthesize the information, but also I can also visually see it written or typed on my notes.

I think it is important to really take into account these different instructional strategies when designing lessons or projects.  If our focus is for students to retain the information that is presented to them, then why not focus on the instructional strategies that come from a learning theory that focuses on processing information and creating long-term memories?  It is important that we give thought the tools that can help build more meaningful learning opportunities for our students.

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive 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

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

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