Constructionist/Constructivist Learning Theory

In this week’s Learning Resources I learned about the Constructionist theory which closely relates to the Constructivist Learning theory. Constructionism, “requires the learners to construct artifacts reflecting their acquisition of knowledge” (Orey, 2001, p. 5). One element of Constructionism is Learning by Design (LBD). “Learning by Design strongly suggests that tasks should be based on hands-on experience in real-world contexts” (Orey, 2001, p. 6). Luckily in most of my Business Education classes students can see how the concepts and ideas learned directly relate to the real-world. I try to make the content as relevant to their personal lives as possible.

This week I viewed the website VoiceThreads (http://voicethread.com/) where building artifacts can be collaborative, interactive, and interesting. I foresee myself being able to act as a guide on the side while my students create lasting artifacts and are actively engaged in learning. As we begin our journey with VoiceThreads I am growing excited with anticipation on what students will be able to create. At the end of the semester I would like to see students look back at their first VoiceThread and reflect upon all they have learned.

In both Constructionism and Constructivism learners are actively constructing meaning for themselves, but Constructionism is, “a theory of learning that states people learn best when they build an external artifact; something they can share with others” (Laureate Education, Inc., 2009). I often ask my children to create projects and artifacts. In the future I would like to utilize educational technologies to allow my students to create the same artifacts and projects but through the use of technology. I believe learners will much more excited to tackle a project when they can use the computer and really ‘wow’ their audience with the results!

Resources:

Laureate Education, Inc. (Producer). (2009). Constructionist and Constructivist Learning Theories. [Motion Picture]. Baltimore, MD: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Behaviorist Learning Theory – Is there a place for it?

According to Dr. Orey, behaviorism is used every day (Laureate Education Inc., 2009). I know I use it with my own children, with my students and with other adults. This week I viewed specific strategies that correlate with behaviorist learning theory. The first strategy was reinforcing effort. As I looked at a rubric from our text that allowed students to grade their own effort I was impressed. Often my students wonder why they did poorly on an assessment and their resulting answer is some reason beyond their control. When I sit down with them to discuss how much effort they put into the homework they begin to realize they did not sufficiently prepare in order to be successful on the assessment. I plan to implement this rubric hoping my students will be able to honestly grade themselves and chart their effort on homework with the resulting score on an assessment. “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 155).

The second strategy I reviewed related to homework and practice. “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 187). Behaviorism is related to observing and measuring human behavior. There is almost always a direct correlation to amount of time spent on homework and assessment scores. Retention rates of information are much higher when delivered in multiple ways. Students that hear information in class once and never visit it again will lose that information quickly. I often use educational technology intertwined with homework practice. For example, in my Computer Applications class students are asked to play one of the interactive games at home as part of their homework assignment. The games are modeled after famous game shows such as Wheel of Fortune and Who Wants to be a Millionaire. The textbooks are kept in the classroom and the games are often asking for definitions. The students come back to class with lists of words they want to look up to achieve mastery on the game. Mastery is not required; the students find the games, relevant, fun and engaging. The point is that the students want to do well, they are enjoying their homework and doing more than is actually required.

In my high school, academic rigor is expected. Students will often spend 4-6 hours after school completing homework assignments. I find this amount to be beyond excessive, is anyone in a similar situation? What do you think is a reasonable amount of homework every night for high school students?

References:

Laureate Education, Inc. (Producer). (2009). Behaviorist Learning Theory. [Motion Picture]. Baltimore, MD: Author.

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