Instruction based on constructivism and constructionism

Since constructivism means, " knowledge is built by the learner, not supplied by the teacher", (Han, 2008), lessons in which the students pose a question or problem and then investigate it and try to create solutions are examples of constructivist thinking. The workshop led by Kayla, (Han,2008), is an example in that it was focused on the participants, allowed them to research and form a plan with the instructor providing feedback and guidance. Pitler (2007) discusses constructivist strategies when writing about coming up with and testing hypotheses such as the class that investigated the pH of local water. Inquiry based learning is a way for students to construct information in a way that is relevant to them and their world. Constructionism goes hand in hand with constructivism, in that it creates an end result, conclusion or product that can be shared, considered and analyzed by others. The science class investigating pH's, produced graphs to compare their findings and tried to find reasons for the differences. Having a learner process a question in his/her own way and then make a product by using and applying the gained knowledge is at the heart of both constructivism and constructionism.

Organizing, summarizing and note taking to aid cognitive learning

In my subject (math) students have trouble recalling how to start the solving of a problem. They also struggle with what the solution of a problem really represents. In other words, sometimes they will memorize the steps for getting to an answer, but they will have no idea what the answer stands for. Storing such knowledge in long term memory would involve storing declarative and procedural information (Orey, 2008). The use of concept maps which show the order of the steps of the problem and which relate the solution to a real life situation could be a way to help tag this information for later use. I particularly like the idea of using an Excel spreadsheet to set up a series of similar problems. Proposing an essential or focus question such as, "Which is the best method for working this problem?" will help students choose from what they know and will also help highlight what they do not understand.

Behaviorist Learning Instructional Strategies

Behaviorist learning works by reinforcing desired or productive behaviors and discouraging unwanted or unproductive actions. In Chapter 8 of Pitler's (2007), Using Technology with Classroom Instruction That Works, several ways are shown to allow students to track their own efforts and to correlate those efforts to their grade or success in class. As students self-assess and record their levels of effort in areas such as homework, class participation and notes, they are able to see the correlation between their degree of effort and the results. After weeks of tracking the data, students can observe that increasing effort increases their grade. Therefore, their increased effort is rewarded making it more likely that they will continue to try. I like the idea of the students assigning their rubric scores. It shifts the focus of responsibility and the power to change to them. I had a student today who was surprised that he was in danger of failing this semester and asked how that had happened. Perhaps if he had been regularly charting his effort he would have seen this coming!
In Chapter 10 of Pitler's book, homework and practice are discussed in terms of relevance and feedback. I was particularly interested in the discussion of the PowerPoint battleship game because I play battleship with my math students using graph paper. I call on each student one at a time and if they work their math problem correctly they get to "take a shot" at where ships are hidden on my master graph. If they miss the problem, it goes to the next student in line. They will work for extra credit points, candy or a homework pass. This game also helps reinforce good behavior. If a student blurts out an answer when it's not his turn, then he loses his turn. Based on Orey (2008), I'm using positive and negative reinforcement and negative punishment. I will
be checking out the online version for next year's use. Cathy

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

• Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
• Chapter 8: Reinforcing Effort, pp. 155–164
• Chapter 10: Homework and Practice, pp. 187–201