Constructionist and constructivist learning

As teachers from our experience knew that traditional teaching is teacher centered in the class, one-way transfer of information, limited participation, and encourages students to memorize what we taught. Students felt bored, lose attention, and lose interest. In order to engage students’ motivation of learning, education experts researched and suggested to use constructivism and constructionism learning theories into the classroom. Dr. Orey (2011) explained the constructionist learning strategy is people learn best when they build an external artifact or something they can share with others. That means engage students to build knowledge through the project. From this learning strategy they learn to collaborate, share, discuss, and solving problem skills with their peers. Dr. Orey (2011) also stated the constructivist learning strategy is a theory of knowledge stating that each individual actively constructs his or her own meaning experience with something. That means, it depends on everyone’s different experience that everyone expresses their own meaning, different from others. As well as to link what students knew and new information to engage students, focus on building somethings by creative, active learning, and foster critical thinking.

I use google docs program in my classroom. Students could share their ideas, comments, and collaboration to create a project via the google docs. Ozer (2001) stated in constructivist classrooms, unlike the conventional lecturer, the teacher is a facilitator and a guide, who plans, organizes, guides, and provides directions to the learner, who is accountable for his own learning (para.2). I would provide a constructivist and constructionist learning environment to engage students effective learning. To be a model guide, encourage, and engage my students to build their knowledge and create their project through the activities; to use project- based learning as a strategy.

Brown (2015) in her video introduced constructivist learning theories: Social activism, learning as social experience and social influences on learning. Scaffolding theory, Learning as a cognitive building process. She also introduced constructivist methods of teaching, group-based cooperative work, learning through real-life situations, visual format, mental models, global goals problem solving, and divergent thinking. In my GH program, I would ask students to use graphic organizers and virtual field trip to create a project that students could collaborate, cooperate, share information working together, have social influence on learning, and solve a real problem. Pitler, Hubbell, and Kuhn (2012) stated generating and testing hypotheses is particularly effective when compared to more traditional instructional activities and they are higher-level cognitive tasks; graphic organizers are a good way to do this. As well, other educators found that students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts (p.204). I would engage students testing hypotheses and generate with a variety of structured tasks to solve problems when they work on a project because they would understand the concepts from the learning process.

Pitler et al., (2012) stated technology plays a vital role in generating and testing hypotheses because new developments in probe ware and interactive applets allow students to spend more time interpreting the data rather than gathering the data (p.205). In my GH project, I would use project- based learning and constructivist methods as strategies, have students create a project, integrate technology to help students learn better and build their knowledge. This project will meet ISTE standards for students 1b, students demonstrate create thinking, construct knowledge, and develop innovative products and processes using technology. Create original works as a means of personal or group expression. This GH project also meet ISTE standards for teacher 1b, teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Students through constructionist and constructivist learning strategies, integrate technology and gain creative, collaboration, sharing, problem solving, interest, and motivation to learn achievement.

 

References

Brown, J. (2015). Constructivist methods of teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=7-80HyiimDE

International Society for Technology in Education. (2007). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students

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.

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

Ozer, O. (2004). Constructivism in Piaget and Vygotsky. Retrieved from

Advertisements

Graphic organizer mapping for cognitive learning (Week 4)

My graphic organizer mapping “Chinese cuisines types map” that I designed for helping my students understand part of Chinese culture – Chinese cuisines. I also provide a virtual tour “The five major cuisines of China” to show different Chinese cuisines. I have students become four groups as northern, central, western, eastern parts of China and they need to collaborate to make a report as each group to introduce their cuisines after this tour and have learned graphic mapping information. From this tour, students could learn Chinese food culture of different cuisines that came from different provinces. As well as they could learn history and geography of China. Furthermore, in order to engage my students to prepare an AP test, improve their knowledge, and motivate them to learn achievement. Therefore, I utilize cognitive learning theory with concept mapping tools, elaboration, and Dual Coding of information; providing students to organize resources and information, effectively learning.

The five major cuisines in China virtual tour   http://tinyurl.com/zrex466

Chinese cuisines types Graphic mapping  https://cacoo.com/diagrams/aKOsEPDyVSjqXgCD

MD3- Assignment Blog: Behaviorist learning theory, instructional strategies, and technology tools

In the 21st century teachers need to know how to teach more effective practices in the classroom. Teaching and classroom management are both important to define an effective teacher. As educators we need to know how to use behaviorism theory and strategy to develop and improve classroom management. Behavior is positive and negative reinforcement.

Dr. Orey (2015) stated behaviorism including two conditions.1, Reinforcement of desirable behaviors.2, Punishment of undesirable behaviors. Reinforcement is more powerful than punishment. If a teacher use reinforcement theory in an appropriate manner, that is a more powerful tool to engage students learning. The punishment theory easily loses students’ interest. In Dr. John Wilkinson (2013) video “Teaching with behaviorism”, the teacher describes and demonstrates the class outline and content, then practices with monitoring and praise to engage students’ learning behavior. Teachers should be utilizing positive reinforcement strategy to motivate students’ good learning behavior and provide a positive learning environment. Pilter, Hubbell, and Kuhn (2012) stated the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning. To use the strategy of reinforcing effort effectively, teachers must understand the relationship between effort and achievement and the importance of consistently exposing students to information related to effort (p.57). As teachers should provide students with explicit rubric to guide students exactly knowing and understanding how to make a great effort achievement. Pilter, Hubbell, and Kuhn (2012) also stated technology helps students and teachers to better track the effects of effort and provide more immediate feedback to students. An easy way to help students make the connection between effort and achievement is by using a spreadsheet (p.58). If teachers use technology to make a spreadsheet and give students a clue of what effort looks like, then students could connect between effort and achievement, track their effort, and get feedback from teachers immediately.

Currently, my senior students are tired to do an assignment because their academic workload is too heavy. In order to motivate my students learning achievement, I would utilize multiple technology tools to teach, to practice, and to help students understand effort and achievement. Using positive reinforcement to encourage students’ learning behaviorism, I would use Genius Hour program to integrate curriculum. This genius hour program has to use technology to complete it and it must meet ISTE standards for students 4, Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. This program also meets ISTE standards for teachers 1 b, engage students in exploring real-world issues and solving authentic problems using digital tools and resources. And 1c, promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process. During Genius Hour program, I would use positive reinforcement behaviorism theory to courage my students’ learning behavior and to motivate students to create their passion and favorite projects.

 

References

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

Laureate Education (Producer). (2015). Behaviorist learning theory [Video file].

Baltimore, MD: Author.

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

Wilkinson, J. (2013) Teaching with behaviorism: Behaviorism [Video file]. You Tube. Retrieved from https://www.youtube.com/watch?v=sRc9Noz80ko