Constructivism

I found this weeks reading from the "Using Technology with Classroom Instruction" book to be very informative and very interesting. The chapter begins by Introducing the following generalizations:

1. The generating and testing of hypotheses can be approached in an inductive or deductive manner
2. Teachers should ask students to clearly explain their hypotheses and conclusions.
(page 202)
They followed up with the following generalizations...

1. Make sure students can explain their hypotheses and conclusions.
2. Use a variety of structured tasks to guide students through generating and testing hypotheses.
(page 203)
These two sections clearly explain how teachers should approach the generation and testing of hypotheses in their classrooms. They are to require students to be able to explain their thought process while at the same time providing students with tasks to support students in their research and conclusions.

In my opinion the generating and researching of hypotheses is directly correllated with constructivist theory. Nothing is better at allowing students to construct knowledge than to let them develop and test their theories and ideas while at the same time challenging them to explain as they go. The text goes on to explain six different ways that students can do this.

1. systems analysis
2. problem solving
3. historical investigation
4. invention
5. experimental inquiry
6. decision making

These six activities are excellent ways to force students to develop theories and test them. The text suggested that spreadsheet software be used to assist in this, but also stated that not a lot of time should be spent gathering data, rather more time be spent on analysis and conclusions. (page 204)

The different instructional strategies talked about in this weeks resources all align directly with constructivist theory because they allow the student to create something. It is assumed that with this creation students are also creating knowledge of their own. This is the very basis of project based learning. Students are to create their own knowledge in an attempt to build a firmer foundation than simply stuffing them with facts from a lecture or a textbook. Students who apply data are generally more likely to be influenced by it than students who simply hear or read it.


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

Cognitive theories

COgnitive theories of learning treat the mind as a learning tool that can be understood. This is a very different approach than the behavioral learning theories. Pitler, Hubbell, Kuhn, and Malenoski talk about two sets of instructional strategies to support cognitive learning approaches in the classroom.

The first one they discuss is "cues, questions, and advance organizers". In a classroom these three things could be presented through various forms of software. Word Processors can be used to create cues, or present questions. Spreadsheets can be used as advanced organizers. And numerous organizing applications can be used to sort and order thoughts and ideas. In a cognitive learning classroom these things are all directed towards stimulating the student's ability to learn. These different software styles give students the tools to organize their thoughts, and different cueing or questioning techniques are included in lessons in an attempt to stimulate student learning and thought process.

The second strategy they talked about was "summarizing and note-taking". This can be instituted by using the same software mentioned in the last paragraph. Students can use word processing software to do both of these things. Summarization is an extremely important cognitive skill for students to cultivate. They can type a short summary to an article, or summarrize directions to an assignment. They could jot down notes into an outline in powerpoint or possibly type out important facts into a bulletted list in Microsoft Word. These two techniques are designed to target students ability to sort through important data, and weed out the important parts.

Overall both of these instructional strategies are very strong in their ties to cognitive learning theory. They both really target students thinking skills and attempt to develop them further in whichever way they can. Technology can be used to assist these attempts by giving students a medium in which to be questioned or in which to organize their thoughts.

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

Correlation

There are a lot of ways that the strategies discussed this week correlate with the behaviorist theories. Just the term "reinforcing effort" directly aligns with what a behaviorist would want to see in his classroom. A teacher dedicated to reinforcing effort would be seen praising and providing positive reinforcement and personal recognition to students. A behaviorist would be doing the same things. They would set student effort as their behavior goal and they would attempt to reinforce and promote that behavior through "reinforcing effort".
The same thing happens when one looks at "Homework and practice". Both of those things are distinctly behaviorist practices. They give the students ample time to expose themselves to the material and to drill and practice things.
Behaviorism is a theory that bases its ideas off of reinforcement and practice. Both of the strategies discussed in the materials this week deal with reinforcement and practice. If effort is the goal for your instruction then reinforcing effort is your best bet to promote that. If your students need more time to practice a topic, then drill and practice, possibly during homework, are your best bet.