Constructivist/Constructionist learning theories: Strategies that work.

When my students create they are engaged. The more I can make a lesson relate to their world the more they are able to apply what they have learned. Our learning resources this week got me thinking about constructivist/constructionist learning theories and why they are significant. The readings and videos helped me to identify what type of project based learning I am already doing and what I can add to my lessons so they can improve.

Dr. Orey stressed that the tool being used in a classroom is not important. What's important is whether or not the students are able to create. I teach first grade and it can be difficult to give this control over to the students and for me to take more of a facilitator role. There were moments in the reading I felt discouraged because I would think this can't work in my classroom. But after reflecting I realized that these theories and strategies are going to look different in every classroom and across every grade level. If they didn't, there would be no way they could be successful. So, with my students I take baby steps. At this point in the year they are creating different projects using computer programs such as Kidspiration and then sharing them with each other. Lessons in class such a money units are almost all hands on. One lesson that was successful was one where I made a classroom store and they had decide when and how to use their money. I will continue to push myself to take the time to create lessons such as these and allow my students to be able to create to enhance their learning experiences.

Virtual Field Trip to the ZOO!

Link to my concept map:
http://mywebspiration.com/view/311044a281a5

Link to the virtual field trip to the San Diego Zoo:
http://www.sandiegozoo.org/pandacam/index.html

Cognitive Learning

Both our text and Dr. Orey's video clip discussed the importance of using various graphic organizers. Dr. Orey also spoke about visuals and how they help a student to remember new information, especially when those visuals can help make some sort of personal connection with the learner. I think that students can use graphic organizers, such as concept webs to help them organize their new information. Kids hear so much through out one school day. They need to be able to take what they have learned and apply it in something like a graphic organizer. " Teachers can also use expository, narrative, and graphic organizers alone or combine them to form compelling introductory materials that will hep students focus on the essential concepts and themes that will prepare them to learn" (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 74).

Dr. Orey and the text suggests that educators be sure that technology supports our teaching rather than technology teaching for us. Using teaching strategies such as creating graphic organizers, is an excellent way to incorporate technology while not letting it be the main focus of the students' learning.

Instruction That Works

As Dr. Orey stated, Behaviorist practices are being used in classrooms every day. The ideas of rewards and consequences is the backbone to many teachers' management plans. Although I feel this can be overdone, I also see no way around using these practices. My students always need motivation when learning something new or completing a task. I do everything in my power to have this motivation be within themselves, intrinsically rather than extrinsic bribes. But once again, it just does not always seem possible. When there is one teacher and twenty four students I need quick and efficient management procedures so I can spend as much time on teaching as possible. So, my students work for experiences rather than things. One example is that I pass out "lunch-bunch" tickets when I see a student making a positive choice. The tickets are entered into a drawing. Every Friday I draw three names and those students get to stay in and have a "party" with me during lunch. I love the one-on-one time this gives me with my students. It amazes me when I place a ticket on a students desk for something like having their eyes on me, at half of the class changes their behavior to do the same thing. I love when the students 'positive choices can influence their peers behavior.

Our learning resources from this week spoke a lot on the importance of effort. Although this almost seems like common sense, it really made me stop and evaluate whether or not my students see the connection between their effort and their success while at school. I am not sure that all my students realize that they are in control of their personal effort. Some of my brightest students barely make it by because they dimply don't try. "The instructional strategy of reinforcing effort enhances student' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Schunk, 2003).

Our text offers many suggestions where technology can be used to convince students that effort is connected to achievement. I will be trying these practices in my first grade classroom. Specifically I would like to create an "effort survey" online that my students could complete in our daily computer lab time. I am not sure if my first graders would always be honest but if anything this activity would get them thinking about the importance of effort at a young age and start to get them prepared for the years to come.

Resources:

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

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author