Constructivism in Practice

One of the chapters we were to examine this week was on generating and testing hypotheses. In this chapter one recommendation is to use a variety of structured tasks to guide students (Pitler, 2007). The chapter then shares ideas and methods to use technology to create artifacts with software. The chapter concludes with several excellent suggestions of web based programs. I believe that Dr. Orey would consider the use of technology suggested here as opportunities for students to assimilate new knowledge by using modern tools to expand basic understanding. The idea of constructionism is active engagement in the construction of artifacts.

I find that when students are able to create and as importantly, share - their retention of understanding is increased. While learning the history of Michigan, we can read from a textbook, look at the pictures, fill in a worksheet and then take a test. However, if we find ways to creatively engage the students, fill in graphic organizers, create and label maps, view a video, share our understanding in an open and inviting environment free of hostility and antagonism then take a test, the results are evident. The question then is retention. I also find that by creating and sharing in the learning process, when revisited the information, the new knowledge is better engrained.


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

Behaviorism in Practice:

Several resources were available this week for our review. One was in the book; Using Technology with Classroom Instruction that Works, by Pitler, Hubbell. The chapter on reinforcing effort was designed to support an understanding of the relationship between effort and achievement. This can be taught explicitly and then tracked by the students themselves with technology. This appears to have a method of tracking behavior but as a third grade teacher, I see little correlation to Behaviorist Theory. With explicit teaching comes modeling, review, and repeated modeling with review. While the students can monitor their effort, to support Behaviorist Theory, a system of rewards and consequences needs to be well established.

The other chapter was on homework and practice. One aspect that concerned me, again I teach elementary, was the generalization that parental involvement be kept to a minimum. I want my parents involved, I do not want them doing the work, but I do want them available, supportive, and guiding. When using technology for homework, parents should know what the student is doing and should promote good time management skills. These efforts can be supported with Behavior Theory with rewards for completed work returned on time or consequences for not doing homework like no t.v. or loss of phone privileges, as examples.

Other resources available were via the links below:

Classroom.JC-Schools.net
Prentice Hall Social Studies Skills Tutor
Keyboarding Practice
WebMATH
English Grammar 101
DC Physics: Help for Physics Students
Internet4Classrooms Tutorials

Some offer support through drill and practice methods and others offer tutorials that guide understanding, better utilizing reinforcement of desired results. Each has its pros and cons in regards to Behaviorist Theory and offer valuable instructional practice in the courses intended. When programmed instruction offers information, follows up with a question, and either reteaches per an incorrect response of celebrates a correct response, that instruction is promoting reinforcement of the desired behavior. That’s as much as software, without an educator’s guidance, can do.