Constructionist Theory

I believe the constructionist theory is the most beneficial to students when used in the correct way. However, I also believe the use of the constructionist theory is not always a viable option in the classroom. In my high school each period is only 48 minutes long. This does not always allow for hands on activities that have the students produce an outcome. When it is possible I do like to give my students the opportunity to participate in different constructionist theory activities because as Dr. Orey talks about it is the best way to have students make the connections discussed in the cognitive theory. The use of the constructionist theory makes the cognitive connections necessary to file and recall information. The best thing about the constructionist theory is that it allows students to go beyond just recalling information to them really understanding what is going on and making the topic personal (Laureate Education, Inc., 2009).

One of the ideas from the reading that I liked was the use of an excel type program to collect and analyze data (Pitler, 2007). I have done this on a small scale with trying to get students to understand correlations. I have them collect data on two different topics such as height and shoe size. We use excel to enter the data and make a graph. Then we use the graph to test the correlation and make a line of best fit. This works well for students because they are able to make a hypothesis about the data, and then they can use the program to test the hypothesis and to see if they were correct or not. If the students are not correct they can see what does happen and make that correction in their thinking. Again, I like this method but it takes at least two days to accomplish and I do not have the time in class to use this method for every concept.

What I would like to do after what I have learned this week is try and come up with one project per quarter or unit that I can use the constructionist theory with. If I find the overall topic for that unit or quarter I can make a project that uses many concepts within the unit. This will not only give the students something concrete to produce, but show them that the concepts they are learning in each section of the unit are related to each other. This will not only give them a better understanding of the main concept, but it will also allow them to see that when the concepts are put together they become a very powerful mathematical tool. Making all of those connections will allow students to become better all around problem solvers and learners. Even though I do not think I can use the constructionist theory on an everyday basis, I do feel it is the most powerful theory we as teachers have to help students fully understand a concept.

References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Theory

I found that this week’s readings and DVD about the cognitive theory really helped me see why I do what I do in the classroom. What I mean by this is that I have found the best way to help a student is by continually giving him or her cues and questions. I even find myself trying to teach the students how to question themselves so that they can continually succeed in class. I always tell them that it is ok to talk to themselves, but that they should never lose an argument with themselves because they should always win. I find that I get a laugh out of the students, but it helps them remember and buy into the fact that questioning themselves may just help.

Until reading chapter four “Cues, Questions, and Advance Organizers” out of Using Technologywith Classroom Instruction that Works by Howard Pitler, and combining that with Dr. Orey’s comments in the DVD program I never realized that what I was doing was encouraging the cognitive theory. One statement that stood out to me by Dr. Orey was, “Students do not forget content, they just do not know how to find where they put it” (Laureate Education, Inc, 2009). Then, the book states, “Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” and all I could think about was that the students do actually learn the material but have no idea how to recall what they need when they need it (Pitler, 73, 2007). I always thought that by having students question themselves I was helping them learn a process in which to do the math. However, after the readings I am realizing that they know the process in which to do the math, but I am giving them a process to find what they are looking for. I cannot count the number of times that students ask if they are doing something correctly or do not know where to start, but after one simple question they are off and running. The cognitive theory supports that they are just given the necessary cue to find where they filed the needed information.

I also think that the use of some kind of organizational tool like a concept map can also be beneficial to students in a math class. Too often students think that each new section is something completely different when in reality it is just an extension of what they already know. By using the concept mapping tools on the computer students can relate what they already know to a general subject, and then create branches for new information onto the same map. By doing this they will visually see the connections between all the different math concepts they learn. I think it would be more beneficial on the computer because they can make it as big as they want and it would be very easy to move around, add, or delete items in any way. This would heighten their ability to make connections in their minds which is exactly what the cognitive theory states is needed to recall the information easily.

Overall, I could not believe that I did so much based on the cognitive theory. I was not sure of how everything fit together, but the more I read and explored the more I found that there are many methods that fit this theory. I will definitely be looking to add to what I already do in the classroom to ensure that students can make better connections in their minds to the content being taught.References: Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism Theory

Even though behaviorism is a "bad" word in the education world I believe that it is something we use all of the time. After reading the sections "Reinforcing Effort" and "Homework and Practice" in the book Using Technology with Classroom Instruction that Works by Mr. Pitler I have found that many of the best strategies we use in the classroom are from the behaviorist theory. I know that the students and education are constantly changing, but there is a reason some of the methods we use today have been used for so many years. Certain practices in education would have faded many years ago if they did not work, and I found ideas in the reading that I use and fit the behaviorist model. One of the ideas that I really liked from the "Reinforcing Effort" section was the thought of having students make a spreadsheet of not only their scores, but also the effort they have put in during that week of work (Pitler, 2007). I believe this holds students accountable for not only their grades, but also for how what they do to help them succeed. To me this definitely has some aspects from the behaviorist model. This is a conditioning method that allows for intrinsic positive reinforcement. Students get to use technology, and then get the reward of seeing how hard they worked and how well they did on the test. It also provides for negative punishment when the student notices that when they do not work hard their grade is not what they want it to be. Again, the best part of this is that the reinforcement is intrinsic instead of extrinsic which gives much more meaning to the students.

The other section "Homework and Practice" is full of the behaviorist theory. I truly believe that practice is what makes perfect in a math class. Even for those students who are very good at math they cannot get the best grades without practice. As the book states, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, 188, 2007). So, to reach the level we need students to reach because of no child left behind, they need to put in the effort to practice the skills. I tell my students all of the time that it is very hard to learn through osmosis, but that they need to actually do something to get the information to stick in their head. So, with the idea that students need repetition to fully grasp a concept practice and homework is part of the behaviorist theory. As Dr. Orey talked about in his DVD program the behaviorist theory allows for the idea that students need repetition and structure to learn something. So, by working with a concept and then having students practice it, they are building a structure of learning within themselves. They get to build on the knowledge they have by practicing the skill and gaining the confidence that they can complete that skill whenever they are asked to.

Overall, a teacher cannot completely use the behaviorist method in a classroom because students do need variety and hands-on activities to completely grasp a concept. However, by providing those opportunities in class, and then giving the students a chance to build on that knowledge through practice, homework, and effort they have the best chance at reaching their full potential.

References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.