Danger: Construcionism at work

Gone are the days of simply writing a “theme” to summarize feelings or thoughts on a subject. Nowdays, students are encouraged to develop the ideas from their “theme” and synthesize those thoughts into a multi-layered power-point document with colorful slides, unique backgrounds, engaging audio-visual inserts, and enticing dissolves. What teacher would not agree that using technology sometimes creates more problems than it solves? But also, what teacher would not agree that students are much more active and engaged while working in the computer lab? “Web resources allow the student to use background knowledge, make decisions, and see outcome of their hypotheses in virtual situations that would be impossible in real life. Software also provides incredibly engaging learning environments, resulting in increased motivation and retention in learning.”(Pitler et all 2007)

My 7th Grade American History class recently concluded the year with a two-week long study of the Oregon Trail. I enhanced the information in the textbook with a number of internet resources. I also included the addition of a computer simulation game called “The Oregon Trail.” This computer game takes the students as part of a group of immigrants on a virtual journey of the Oregon Trail. Along the way, the student is present with a number of obstacles they must overcome, ranging from lack of food and water, to accidents and to deadly diseases. I was not able to provide a copy for each student, so the class played the game on my Promethean Board.

It was interesting to watch how the group would interact and discuss strategy as a whole before choosing which decision to make. I felt that more class discussion took place than if students were playing the game individually. The game provided a unique way to let the students provide constructionism to the textbook lessons. Also, the class was able to analyze, problem solve, investigate, inquire, and make decisions together. I was able to help moderate discussions and provide an opportunity for all voices to be heard.
I think it is very important that teachers continue to look for ways to “cement” information into long term memories. I wonder what types of projects the next generation of students will be completing in their constructionism classrooms. My children will graduate in the class of 2022, I anticipate that the technology they will be using in their high school computer lab has not even been invented yet.

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

Cognitivism in Practice

I remember my 7th Grade American History class with fondness. Mrs. Harrison would require us to take copious amounts of notes on the subject matter. But, she did teach us how to correctly organize our notes into an outline format. I have used this same format for taking notes ever since (yes, even in this Master class.) But when I began teaching 6th Grade Earth Science, I was surprised to learn that the publishing company provided a note-taking workbook for each student. This note-taking workbook uses a variety of concept mapping and cognitive learning tools to help students retain subject matter. Word pyramids, triangle diagrams, web-clusters, picture diagrams are just some of the graphical organizers that are used in the book. I also notice that our Colorado Standardized Assessment Program (state test) now asks students to use graphic organizers to help plan and organize their ideas and thoughts for writing assessments. And where once these graphic organizers were not included in the test, they are now more prevalent throughout the assessment – in math, reading, writing, and science. I also notice an increase in the amount of pictures and diagrams used in the test. I remember the old California Achievement Tests (CAT) tests I took in Middle School. Multiple choice answers filled out on a bubble sheet.

If standardized testing is moving towards more visual learning, it is important to teachers to begin to incorporate these strategies into lesson plans. At our school, each teacher is provided with a laptop that can be connected to a Promethean Board. It is very easy to provide technology enhanced lessons that target visual and aural learners. It helps them activate prior knowledge and provides opportunity for elaboration. (Pitler 2007) One piece of technology that I use in almost every class is Google Earth. In Earth Science, I can zoom into any geographic area or region that we are covering that day. In American History, we can look at Oregon Trail river crossings, or Civil War battle fields. In music, we can travel to Mozart’s hometown, or zoom to New Orleans to see the birthplace of jazz. It is much too expensive to take my class on a field trip to the White House, but in a few clicks, we can take a personal tour online at our own leisure. Every student experiences the visual images of the experience and they remember those images better than just reading the text.

As students began to integrate more technology into their own learning, the need to present material to multiple senses becomes more important. In a few years, students will be carrying their own laptop from class to class. Textbooks will be replaced with on-line texts. Homework will be assigned and distributed via email and blog. It is vital that students process the information into a learning style that best helps them connect the information to their own unique learning style. Concept mapping and virtual field trips still present the same information as outlines and text – they just a new tools to help better organize ideas and information. And honestly, more fun.

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

computer = flashcard (Behaviorism in Practice)

How can a teacher get students to become motivated and excited to learn? How can teachers provide interesting and unique lessons that not only entertain, but educate at the same time? We are ultimately responsible to raise student achievement - hour to hour, day to day, year to year. Today's teachers are not only faced with the responsibilty to produce well-behaved, socially enlightened young adults, they also need to keep standarized test scores high enough to keep their job, keep the school in the above average column, and leave "no child behind."

At the beginning of each school year, most teachers work in an “operant conditioning” mode, where the teacher is focused on achieving desired behaviors from students. As the year progresses, it is important to teach students how to become responsible for their own behavior and actions. Students who keep track of their own effort and achievement will begin to make the connection between effort and success. By positively reinforcing effort, students will learn how to compare the amount of work put into a project and learn what is required to do a task well. Also, students who focus on behavioral success will also experience education and social success as well.

Mastering a skill requires a fair amount of focused homework and practice. It takes 24 practice sessions with a skill to achieve an above average competency level. (Pitler et all 2007) This is especially true in music. My Concert Band is participating in a judged music festival this week. We have easily surpassed the 24 mark. The most important saying in my room is that “Practice Makes Permanent.” How you practice is how you will perform. This is true of music, athletics, and education. Beginning Band students are required to pass a number of playing tests throughout the year. Each test is progressively harder and if a student passes them all, they are rewarded with a medal and certificate of achievement. The student is ultimately focused on the end goal – get the medal. I am focused on how best to help that student learn the next set of skills required for the next test. In the end, I have a group of students who have raised their achievement level tremendously. The students however, want the reward for their effort.

Laureate Education Inc., (2009). “Behaviorist Learning Theory.” Baltimore, MD: Laureate Education Inc.

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