Contructivism in Practice

Constructivism is the learning process where students actively take part in their learning by asking questions, using resources to answer those questions, and then creating an artifact to demonstrate their knowledge. This type of learning can take place in all subject areas; however, the scientific structure of generating and testing hypotheses is used to answer the student’s questions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A teacher’s job in this type of thinking is that we create the basis for the student to be the best individual for future society. We never know when we are teaching the next scientist whom may cure a disease, the next doctor to save a child or even the next president.

Students can use Excel, scientific probes, and gaming technology to make and test hypotheses (Pitler, et al., 2007). Excel would be a form I could use in the gym because of the data collection that can occur. Also, the program would allow the students to compile the data over a period of time. I have an idea for a unit about a race or walk around Wyoming. I know that Excel could be useful in tracking the number part of it and even conversions. However, I need to get an interactive map to show the students’ progress in the “game”. This real world experience could help the students to see a relevant reason to get moving to stay healthy.

Being as I live in Wyoming I decided to try the Windward site. The site is a race around the world avoiding weather complications. This is truly what constructionism is. “The theory of learning that states people learn best when they build an external artifact something they can share with others” (Laureate Education 2009).
When students can create a connection with what they are trying to learn the student learns better. Teacher’s can help to create the connections that will take the student to the next level in education, success, and even life!

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.

Brittany Lundberg

Cognitivism in Practice

There are several technologies that aid in student learning. Cognitivists view learning as an operation that requires your brain to take in information through your senses, store the information, and retrieve it later (Lever-Duffy & McDonald, 2008).

Advanced organizers help students to de-clutter their thoughts and mainstream what it is that they are trying to learn. These organizers minimize distraction for some students and allow for a more focused learner. The questions that are asked by the teacher and by students should intensify the level of learning.


Concept mapping is good if there is a lot of information provided to the student. The map allows the student to find the relevant information and the sub categories that the piece of information goes to. Helps to see all your ideas and get the ideas organized in a clear manner. All of these tools help the student to effectively learn the material. The connections students can make to different pieces of information on a concept map is very similar to the connections our brains make when it receives information through the different senses (Laureate Education, 2009).

Virtual field trips can be a powerful tool without ever leaving the classroom. Students can go places they may never get to go otherwise either because of money, or logistics. These fieldtrips can lead to connections students can make to their own lives. This allows the student to buy into their own learning and make a personal connection.

Resources:


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

Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In Teaching and Learning with Technology (3rd ed. pp. 2-35). Boston: Pearson.

EDUC 6711- Week 2 Behaviorism in Practice

"James Hartley (1998) brought about the idea of 'learning by doing', an active learner is better than a passive one. I truley believe in my classroom that this is true. Once a student becomes passive in the gym it is very clear that either the student does not like what we are doing or that he or she does not understand what it is that I am asking of them. I know that inorder to be successful I have to strive to have my students "with me." I actually use that statement instead of asking if they understand.

Effort can be important in the gym and is very easy to see from a third party looking in. Many students do not realize that they are not putting forth enought effort to get the assignment done correctly.  Pitler, Hubbell, Kuhn, & Malenoski (2007) suggested that showing the students data of how the student's effort is directly related to performance. I agree this would be powerful however in my situation may be a difficult thing. Students forget how much they put toward something in a few minutes so stopping an activity for them to chart is hard. I do use a tap out system. The students walk by a wall and tap the appropriate level that they worked at for the day. This is not their grade but more of them realizing where they were or where they should have been.

 References:

The Behaviourist Orientation to Learning online artictle retrieved on November 11, 2009 from: http://www.infed.org/biblio/learning-behavourist.htm
 
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.