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.

The Night Zookeeper - Connecting with the UK

This school year I have really been focused on making learning come alive through the power of virtual telepresence. Using the Internet and video technology, I have been making connections to bring more experts into the classroom, while also connecting students to people and to places they couldn't ordinarily travel to.

In the latter part of October, my second grade classrooms at Jefferson Elementary connected with video to the Night Zookeeper all the way from the United Kingdom.  The Night Zookeeper is a character based on a magical story about the adventures of a night zookeeper and the fantastic animals he meets on his nightly rounds.  While that's a great start to a story, what happened with the Internet and video technology made for an amazing virtual lesson.

After reading the beginning stories of the Night Zookeeper and learning about his magical creatures in the zoo, the students were able to talk to a Night Zookeeper Paul while he was on duty at the zoo in the United Kingdom.  Night Zookeeper Paul talked about what it was like to work in such a zoo, let the students ask him questions, and then, because it was Halloween, he shared his story of “Halloween in the Night Zoo”.  He charged the kids with the duty to create their own horrifying Halloween animal and finish the story with this creature.  The next day, the students designed their own animal,  and using the Night Zookeeper website, were able to create and share their designs.  The Night Zookeeper will share some of those creatures in his gallery on the website for other students to admire.

The Night Zookeeper's website encourages children to invent their very own magical animals and use illustrations and stories to bring them to life. "We firmly believe that a child’s imagination deserves freedom. Therefore our aim is to engage children across the world and show them that they can be more than just the consumers of digital media... they can be the creators as well".

http://www.nightzookeeper.com/about.html

Moving to a Personalized Learning Model

What is Personalized Learning? According to the Personalized Learning Foundation, California, USA: “Personalized Learning is a blended approach to learning that combines the delivery of education both within and beyond the traditional classroom environment. The Personalized Learning model fosters a collaborative partnership between the teacher, parent, student and school that designs a tailored learning program for each student according to the needs and interests of each individual student. Personalized Learning is truly a 21st century approach to education that, in practice, through flexibility and choice, honors and recognizes the unique gifts, skills, passions, and attributes of each child, as well as each child’s challenges and obstacles to learning. The key attributes that comprise the Personalized Learning model are based upon a solid foundation of the latest educational research findings as to how students learn most successfully. These attributes include a strong emphasis on parental involvement, smaller class sizes, more one-on-one teacher and student interaction, attention to differences in learning styles, student-driven participation in developing the learning process, technology access, varied learning environments, teacher and parent development programs, and choices in curriculum programs. No other educational model offered in today’s public education system has integrated these proven educational research results in such an in-depth and comprehensive manner to serve the diverse needs of today’s public education students”

I was introduced to the Personalized Learning Model when I attended the SLATE (School Leaders Advancing Technology in Education) Conference that is held in Wisconsin by the Association of Wisconsin School Administrators and the Wisconsin Association of School District Administrators.  Dr. James Rickabaugh, who currently serves as the Director of the Institute @ CESA #1, an education innovation lab dedicated to the transformation of public education, presented on "Taking Personalized Learning to Scale".   The goal he said of personalized learning is "Learners who are more engaged, committed, focused, independent and prepared for college, career and life".

Here is more information from The Institute @CESA #1:

There are three core components to a personalized learning system:

• Comprehensive, data-rich learner profiles
• Customized learning paths
•  Proficiency-based progress

Although the very nature of personalized learning demands a departure from one-size-fits-all education and allows for myriad models and practices for its implementation, several key characteristics emerge:

• Instruction is customized to individual learning styles and preferences and builds on learner strengths
• Learning can take place anytime, everywhere utilizing a wide variety of delivery methods
• Curriculum is dynamic, individually paced and acknowledges learner interests
•  Standards are rigorous, comprehensive and relevant; they provide a consistent, clear understanding of what students are expected to learn, but do not dictate when or how students learn
• Students are authentically engaged in their education experience; they co-create their own customized learning path
• Teachers assume new roles (e.g. learning coordinators, facilitators and assessors) both individually and as part of instructional teams
• Assessment is varied, relevant, and utilizes sophisticated systems to track, illustrate, and translate student performance data; it incorporates innovative practices such as performance-based ePortfolios and embedded formative assessments that produce immediate results
• Feedback occurs in rapid cycles and is objective, connected to learning goals, and suggests the next step in the learning process

Personalized learning will continue to evolve and grow. Implementation of various models will have many policy and operational ramifications and requirements. Careful planning, sophisticated tools, integrated systems, and educator support are required to meet this bold approach to learning. As an educational platform, personalized learning promises to address our nation’s educational challenges and goals by better engaging students and providing them with opportunities to achieve at higher levels.

Personalized Learning for Student Success: A Regional Approach

As a classroom teacher, I had already somewhat taken on this model.  One of the theories I had in my classroom was that students better learn and become more engaged in the learning process when they take interest in their own learning.  I had many students who had passions about specifics topics and I would embrace these and find ways for them to meet the expectations of our curriculum and grow as learners while exploring what most interested them.  I was able to use the technology I had available in my classroom for anywhere/anytime learning to take place.

Our school district is really beginning to put an emphasis on changing the way of education and adopting the personalized learning model.  I am very excited to begin moving forward with this model and to be in a role where I can help teachers make this transition.  I will continue to update you on our progress.

The Institue @ CESA #1 http://www.cesa1.k12.wi.us/institute/designdevelop/personalized-learning.cfm

The Learning Theory of Behaviorism

In this week's resources for class, we explored the behaviorist theory and its application in the classroom.  When I look around at the students I work with, I can see right away the individuality. There are many learning theories available to help educators understand how children learn.  "Behaviorism is primarily concerned with observable and measurable aspects of human behavior" (Orey, M., 2001).  It focuses on the idea that behavior is learned, and because it is learned, it can also be unlearned so that new behaviors can take their place.  This can happen through operant conditioning, which is the reinforcement of desired behaviors and the punishment of negative behaviors (Laureate Education, Inc., 2011).  In order to change behaviors we must use positive reinforcement to reward the good behaviors we would like to continue.

Here is a short video overview on behaviorism if you need a refresher:

There are many great educational tools that we can use to reinforce the idea of rewarding positive behaviors.  One of these tools is a website called Class Dojo.  This is a tool I used when I was a classroom teacher everyday.  With Class Dojo, I could give positive and negative points based upon behaviors I observed in the classroom.  I was able to align these behaviors with our PBIS (Positive Behavioral Interventions and Support) matrix.  When I would give a positive point to a student a high ting sound would play in the classroom.  This was an encouragement to the rest of the class that someone had just earned a point for a positive behavior and those that were off task would redirect themselves.  The same thing would happen when I would give a negative point, and a low dong sound would play.  This helps to teach the students that an effort made towards positive behaviors will be recognized in a positive way.  "Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire" (Orey, M., 2001)
We can also look at many instructional web based programs that offer recognition for growth.  There are sites like Raz-Kids, SumDog, and IXL that offer rewards as you move up levels, and give you recognition as you complete your learning.  The students become more engaged in the learning because they want to obtain these achievements and recognitions.  These types of programs help to recognize the efforts students are using to correctly complete practices and activities.  "The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attributes and beliefs about learning" (Pitler, Hubbell, & Kuhn, 2012, p. 57).
This theory also applies to when teachers assign homework to students.  When homework is assigned to students, its purpose is to help students practice what they have learned.  "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, & Kuhn, 2012, p. 168).  After an assignment is graded, a review of it can take place.  This allows for a teacher to readdress the content that a student may not have mastered.  This immediate look at how a student may have come to the wrong answer, and a redirection to the correct answer or process can benefit a student immensely.  Behaviors can not be corrected if a students is unsure of what they did wrong.
Behaviorism plays a big role in today's classroom through teaching strategies, and educational technology.  The designing of future web tools and instructional practices relies heavily on understanding the different theories of learning and behaviorism is a key player.

Resources:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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. Behaviorism. 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.