Constructivist Projects (a.k.a. Constructionism)

The topic of this week’s class built constructionism on top of the constructivism theory in a rather interesting manner. While the topics are familiar and only a few new concepts were introduced, the strategies and technical support provided in the chapter were extremely intriguing. I expected to read about a few project designs similar to items I and/or my students have already done. This is because constructionism focuses on the exploration and creation of a presentable model of information. However, Pitler et al. (2007) provided examples that involved a great deal of experience founded inquiry in the project based methods. My personal favorite was the detailing of historically based computer simulations located at http://making-history.com/ which involves students making decisions for countries set in various times. The strategy games can be used by teachers to introduce information while allowing students to manipulate their game pieces to achieve a final project with a desired outcome.

Constructionism does not need to rely on projects built from scratch. Using data programs allows for a wider application and skill development. Educational technology provides students with the opportunity to design tasks that are inquiry based while still working towards a final product. Exploring possible outcomes of wars or making mathematical correlations help to create the experience skills in analyzing data and ideas for future lessons that require similar technological interactions mixed with educated foresight.

Methods of Cognitive Learning

Pitler et al. (2007) describes proficiency in the skills of note taking and informational organization as a means of ensuring student higher order thinking without the need for full understanding of the subject matter. The teacher guides the students to make small connections with what they already know. Furthermore, students are encouraged to place the topics into organizational patterns that they are familiar with. To explore these practices is to delve into the cognitive learning theory. Essentially, the teacher is showing students how to program data into their brains. The specific use of memory and organization building skills fosters information retention by creating several mediums in which the facts are presented to the student. They use methods like skimming to begin a pathway of learning. The facts are then reinforced with more involved creations like concept maps which require the students to reprocess the information. The presentation of subject matter in different forms helps to guarantee retention and pushes for understanding. Even simple combination notes can provide that quick link in the student’s mind that enables easy storage and recall. Advance learning practices help create the necessary set-up for cognitive learning to occur. Frankly, some students need to be taught how to learn before they can actually begin learning a subject.

Behaviorist Theory and Practical Application

Behaviorism focuses on the often overlooked factor of motivation. Between testing and labels, many in the educational field forget to include the ability of many students to simply not be interested in succeeding. Pitler et al (2007) discuss strategies that instill and/or reinforce a student’s desire to take the necessary measures needed to accomplish school related tasks. When students believe that their work and effort will have a positive effect on them, they are more likely to achieve in school. The textbook suggestion of having students correlate classroom effort and test achievement leads into students creating positive reinforcement without the teacher. They put in the effort, so they are rewarded with the grade. While homework can be used in conjunction with the effort model, there is also the proposition of explanation and motivation. Yes, having students complete their work can be considered a show of effort on their part. However, the authors suggest that students, when given no true purpose, will be more likely to disregard the importance of the practice. Once again, the issue of motivation is essential to having a successful classroom. Often times, students need to hear why they have an assignment in order to fully grasp the potential of the information being revisited. Behaviorism relies heavily upon showing cause and effect relationships in classroom work to ensure that success is met. If students do not have a well defined reason for work, the teacher will not see a proper reaction.