Constructionism and Learning

Constructionism in learning is the idea that students will better retain information if they are required not only to learn the information, but DO something with is as well (Laureate Education, Inc. 2, 2009. Make something, build something, teach something, produce something. I believe this idea correlates well with the other research we have studied thus far because the creation appeals to many senses. Depending on the project, students could be filming, sculpting, writing, etc. This can not only appeal to several senses, it can also create memories of an experience, which would be yet another avenue of information retrieval. In previous weeks, Dr. Orey stated that students don't forget information, they forget how to retrieve it. The more avenues you use to store the information, the more ways you have to get back to it (Laureate Education, Inc. 1, 2009). Not only will constructionism aid in information retention, it will help the teacher with student engagement as well. I personally remember fighting to stay awake in lectures in (undergraduate) college and I was paying to be there because I WANTED to be there! How can we, as teachers, expect students to pay attention and retain information in the form of a lecture when, many times, they are FORCED to be there. If we liven up the information with projects and active learning, the students' attitude, as well was information retention, will improve. I am particularly excited to further explore a resource mentioned by Pitler and others in chapter 11. I feel that the By Kids For Kids: How to Invent website will effectively enhance my curriculum (Pitler, et al, 2007). Inventing lends itself to a unit on Leonardo DaVinci, an avid inventor. In addition, as I was exploring, I found ideas about creating ad campaigns (we explore graphic design as an art job option), fashion design, and many other ideas that can help me teach my students about art by using real world connections.

Resources:

Laureate Education, Inc. 1 (Producer). (2009). Cognitive Learning Theories. [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore, MD: Orey.

Laureate Education, Inc. 2 (Producer). (2009). Constructionist and Constructivist Learning Theories. [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore, MD: Orey.

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

Cognitive Learning Theory

I feel that the learning resources we have considered this week are great tools to use when considering cognitive learning. According to Dr. Orey, students will retain information best when they learn it through multiple avenues. When students do not retain information, they have not forgotten it, but merely forgotten how to retrieve that information (Laureate Education, 2009). The use of tools like concept maps, successful note taking skills and teacher cues are ways to aid in information retention. Concept maps are a visual way for students to organize information. Cognitive learning is based in organization. Make a way for students to be able to get back to the information that they have learned. Concept maps are ways to organize the information as it is going into the brain. Cues are ways to trigger memories which will lead the students back to the information and successful note taking is yet another way to aid in organization. All of these ideas are avenues to help students retain as much as they possibly can.

Resources:

Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore, MD: Wolfe

Behaviorist Theory

In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski recommend teaching your students the importance of effort. One route to do this is keeping a log of effort put forth and results achieved from those efforts. I feel like this is an interesting concept that could work for many classrooms but may not be practical for all. I teach Art in K-5. It would be very difficult fo kindergarteners to understand the effect that practice would have on their art skills. This is mainly because they are not developmentally at a level where their art skills are going to increase greatly. No matter what the amount of practice, their fine motor skills are only devloped so far. However, in an older classroom, I think this could be a very useful tool. Keeping an effort versus achievement log is a great way to help steer your students toward intrinsic motivation. In a previous class on Classroom management, the general consensus was that extrinsic motivation works but students could come to rely on outside triggers for motivation. A chart where the students prove to themselves the positive effect of added effort is a major first step to developing the students' intrinsic motivation.

Resources:


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