Constructivism in Practice

Motivation and learning go hand and hand. Without motivation the information isn’t going to stick. The information might be coerced long enough for the test but then it will be completely forgotten. That is why we as teachers need to help motivate our students by connecting learning with real life situations and having project-based lessons.

Projects like the interactive savings and investment lesson that used spreadsheet software is a great example of motivated students with real life applications. Through the use of the spreadsheet software it eliminates the repetitive and tedious information gathering stage of the activity and lets you focus on interpreting the data. Students can manipulate the data easily to test out their hypotheses while getting immediate results. The hand on manipulation of data activity aligns with constructivist and constructionist learning theories because the students are learning from discovery. It has real life application because you can see if you put X amount in the bank this is how much I’ll have in 30 years. This activity would interest students and get them thinking about saving for retirement or how much a car loan is going to cost.

“Project learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning.”(Why Teach, 2008) Projects allow for more use of technology, options for assessments methods, and they are student driven. Being able to choose what you are interested in learning and or something that effects your community gets students increases motivation. It makes you feel like you have a say in your learning experience and lets you tackle real world situations. Designing the perfect school for 2050 or figuring out what type of bridge should be built in your town are great examples of project-based learning. It incorporates a variety of learning areas such as research skills, technology skills, math, history, reasoning skills, social skills, and etc.

Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Assocciation of Supervision and Curriculum Development.

“Why Teach With Project Learning?: Providing Students With a Well-Rounded Classroom Experience.” 2008. Edutopia. 5/26/09. http://www.edutopia.org/project-learning-introduction

Cognitivism in Practice

Creating organizers/presentations that include what we are going to learn today, visuals, and essential questions is a great way to get the students in right frame of mind for what we are going to cover that day in class. I like the use of computers to make advanced organizers to help students take and retain their notes. Creating these organizers that connect ideas and visuals is a different way to write notes that will interest the students. If not enough computers are available then the teacher could create the organizer and print it off and have the students fill it out and add it to their notes. Having organizers presents the information in a way that is easily assessable for the student to go back and retrieve information.

Being able to summarize and take notes are important skills that many students have trouble with. Taking notes verbatim isn’t a very effective way to take notes because it’s hard to figure out what items are supposed to be important and need notes taken on. I cue my students and left them when they should be taking notes. They know that if I write it on the white board or I am showing a PowerPoint presentation then they should be writing that information down. I make sure to summarize my points and include relevant visuals, which creates concept mapping. Using concept mapping and virtual field trips is a great way to use visuals, sounds, and information to make learning more engaging and a memorable experience. Connecting these visuals, sounds, and text together will make it easier for this information to be stored in long term memory. Using note-taking templates and outlines is a great way to help guide students in the right direction and is a great resource. The use of Wiki’s and blogs to create online glossaries and post information is a great way for students to combine their knowledge and ideas for the benefit of the rest of the class.

Reinforcing Effort and Homework Practice

Reinforcing effort and Homework practice go hand in hand with behaviorist learning. “Typically, students need about 24 practice sessions with a skill in order to achieve a 80-percent competency.” (Marzano et al., 2001, p.67). This means that practicing a skill repeatedly is way to learn a skill effectively. These skills can and should be learned using several strategies that make the material more interesting to the learner. Practicing a skill 24+ times if done in the same manor can be tedious and discourage some students. With the use of technology applications that have you learn the material in different and increasing difficulty ways it makes the repetition of the skill more meaningful and less like work. The learning resources examples in reinforcing effort helps show students through effort/achievement spread sheets that they have made that effort is important and helps increase their learning and grades. Knowing this some students will work harder and study more to get better grades instead of just trying to slide by doing the minimal amount of work required.
Homework practice is a way to reinforce classroom learning so the student becomes competint at the task. With homework I agree that it’s important to have assignments that have a clear purpose and outcome and that they receive varied feedback on their work. This feedback should be specific intermittent praise which from a behaviorist perspective reinforce learning. This specific praise will help incourage positive behaviors and discourage negative ones. Technology programs such as Flashcard exchange which allows students to create and share flashcard notes is a way to practice vocabulary and information. The research tool in Msword sounds like a great program for students to gather a more in-depth understanding of a word without having to go online and sort through information. Strategies such as Co-teaching units like the example of the Football coach and Math teacher working together to get students to create graphs of the amount of weight lifted, reps, and heart rate help teach a skill because it remediates the skill and shows that the skill has a real life application.

Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Assocciation of Supervision and Curriculum Development.