Constructionism and Project Based Learning

Dr. Orey defines constructivism as “a theory of knowledge stating that each individual actively constructs his/her own meanings “(Orey, 2009). He also defines constructionism as a learning strategy more impactful when used in the classroom. Dr. Orey defines constructionism as “a theory of learning that states people learn best when they build an external artifact or something they share with others” (Orey, 2009). The two theories focus on the individual learner as the moving force in their own learning construction. Individuals build their knowledge construction from their experiences and new information that is then assimilated and connected to their prior knowledge. Constructionism emphasizes the impact of students building an artifact. The learning process is involves collaboration with others, feedback from facilitators and others, revisions of understanding, sharing findings and results, and then builds new understanding. There is no endpoint. The learning can continue to expand as long as the student(s) remain involved and interested in the subject matter.

In Using Technology with Classroom Instruction that Works, the authors Pitler, Hubbell, Kuhn & Malenoski point out that “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007). The authors present several technological tools to facilitate student learning such as spreadsheet software, data collection tools, and web resources. Of the ones mentioned, web resources are most appropriate for young learners. Students can access websites in class, school computer lab, local library, or at home with mom and dad. It is important for the teacher to find, review, and list the sites appropriate for the subject matter to be explored. One of our favorite website to explore is Brainpopjr.com and there are great videos at United Streaming. These also can function as online field trips by giving the student opportunities to explore beyond the walls of the classroom. The use of these tools allows students to build their vocabulary, increase their motivation and engagement in the learning process, and build their critical thinking skills.

We use project based learning when we explore science and social studies material. One of the students’ favorite science experiments is our sinking and floating experiment. Students make predictions, conduct the experiment, make observations, complete the data collection page, draw conclusions and present results. During the experiment I act as a facilitator and encourage students by asking probing questions. We use books, websites, videos, hands-on activity and the students’ artifact is their conclusion and presentation. This is constructionism in practice.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid-continent Research for Education and Learning.

Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Cognitive Tools as a Teaching Strategy

My goal as a kindergarten teacher is to use teaching strategies that facilitate student learning. A primary strategy used when introducing a new concept to young learners is modeling or providing cues to students. By modeling (cueing) an educator is demonstrating what the students will themselves be doing or experience. This strategy gives young learners a guide or a roadmap to provide direction for their learning experiences. In Using Technology with Classroom Instruction that Works authors Pitler, Hubbell, Kuhn, & Malenoski define cues as “explicit reminders or hints about what students are about to experience” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another powerful teaching strategy is asking probing and thought provoking questions that tap a student’s prior knowledge and encourage higher order thinking.

Pitler, Hubbell, Kuhn, & Malenoski suggest using software such as PBSkids and Brainpopjr. where students are introduced to new vocabulary and can grow their understanding of the subject matter. The authors also note that the use of software that affords students the ability to organize information such as kidspiration is powerful tools available to learn new information. Dr. Orey points out that “cognitive tools (such as kidspiration) impact student learning by causing them to think about information instead of reproducing and/or recalling information” (Orey, 2001).

In kindergarten we regularly use a web to organize information. For example, when we discuss families, we put the word family in the center circle (node) as the learning goal. From there a line is drawn to another node and the word mother is placed. This process is done until all possible members of families are listed in a node attached to the central node. We have many opportunities to use organizers in the classroom to facilitate student learning. We use Venn diagrams to compare and contrast, T-Charts to sort information, and lists to categorize items. One very commonly used teaching strategy is that of pictures and associated words. Dr. Orey (Laureate, 2009) describes this as dual coding. He mentions that “images are a powerful learning tool… and are a primary mechanism for storing long-term memory”.

In order to “synthesize information” Pitler, Hubbell, Kuhn, & Malenoski suggest using summarizing information. In this process students learn to organize and group facts and information relevant to the topic. As an educator I use summarizing when I ask students state in their own words their understanding. This allows me to determine the student’s level of understanding or misunderstanding. All of these teaching strategies work together to help facilitate student learning and understanding.

Behaviorist Learning Theory in the Kindergarten Classroom

Melissa Strandrige from the Department of Educational Psychology and Instructional Technology, University of Georgia defines behaviorist learning theory as emphasizing changes in behavior that result from stimulus-response associations made by the learner. The educator provides the stimulus and the student is expected to provide the desired result. Through repetition and practice the learner is capable of reproducing the desired result both academically and behaviorally.

There are many instances in a kindergarten classroom where behaviorist learning theory is practiced. Pitler, Hubbell, Kuhn, & Malenoski (2007) note “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). In my kindergarten class we regularly talk about the importance of demonstrating their best effort in all that they do in class. This pertains to doing their best work on assignments, showing their best behavior in different situations, and being the best person they can be every day. We discuss effort when we make sure that we are adding extra detail in our pictures and writing sentences. Student’s behavioral efforts are measured and collected on a weekly basis through our behavior chart. Their assignments are measured on accuracy, completeness and accuracy in order to help them recognize the impact of their effort in completing assignments.

Pitler, Hubbell, Kuhn, & Malenoski (2007) emphasize the importance of homework and practice to a students developing understanding and point out, “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). Our grade level produces a homework packet that is distributed the first day of the week and is returned the last day of the week. It is designed to give the students an opportunity to demonstrate their understanding of the material covered in class. When the students are able to retain their information and use it later it is considered that they are making strides to understanding and comprehension. Homework is also another vehicle for students to practice and review new concepts. Pitler, Hubbell, Kuhn, & Malenoski (2007) recognize that “having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Behaviorist learning theory functions well in many aspects of the kindergarten learning experiences. We also incorporated practice in the classroom using websites such as Starfall.com, PBSkids.org and Brainpopjr. Starfall is designed to provide differentiated literacy instruction based on the needs of the learner. The students use Wordworld on PBSkid.org to build their vocabulary and reading skills. Brainpopjr. can address a great deal of subject matter. Each of these websites provide immediate feedback which is valuable in the learning process. In addition we also use flash cards for sight word review with the understanding the once the words are easily recognized the learner will be better able to read and then move to refining their level of reading comprehension. Behaviorism has a place in the learning environment and helps students learn the appropriate responses and develop their understanding.