Constructivism in Practice

Instructional strategies that correlates with the principles of constructivist and constructionist learning theories relates to generating and testing hypotheses. This strategy is pertinent to every content area. When students produce test hypotheses, they are inviting in complicated psychological measures, administering content awareness like data and vocabulary and boosting overall knowledge of the content. Engaging students in an assortment of complex tasks for generating and testing hypothesis is exceptionally productive when related to greater established teaching exercises such as instructions and teacher supervised, step by step lectures. To guarantee students' accomplishments with various assignments connecting each measure, educators should begin with giving students an example for the process and use well known content to educate students with the process steps. However, generating and testing hypotheses are tremendous cognitive assignments students generally call for scaffolding initially to assist them conveniently attain such heights of understanding. Technology plays an essential part in generating and testing hypotheses because new advancements permits students to give more time understanding the data rather than gathering the data (Pitler, Hubbell & Kuhn, 2012).

As mentioned in this week's resources, constructivism theory contends with accommodation and assimilation. The attraction is on the individual's need and capability to learn, and the teacher is there to facilitate and model self directed learning. Constructionist is a learning theory where individuals acquire information when they build an external artifact or something that they can share with others (Laureate Education, Inc., 2011).

References:

Pitler, H.,Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD. 

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Cognitivism in Practice

Putting cognitivism in practice through virtual field trips is significant in helping students to have a clear understanding of what they are being taught. Most students I believe are visual learners, and including pictures within a lesson does say a lot about whatever is being taught. However, the mental process has been questioned by many.

James Hartley (1998) has favorably illustrated some of the essential standards of learning connected with cognitive behaviors. As stated, learning develops from assumptions, anticipation and creating connections. Some of the standards recognized prepared with instructions being sufficiently arranged and definitely structured. Previous awareness is important. Opposing views between human being are crucial as they will influence learning. Psychological response gives tips to learners about their accomplishments or loss regarding the assignment at hand. Support can advance by ways of  giving information (Hartley, 1998). 

Using cues, questions and advance organizers at the start of instructions or group focuses on learning on the crucial fulfillment to come. They can also stimulate students by clicking into their interest and concern of the topic. Cognitivists centers on learning as the mental process acknowledges when data embarks through the senses, withstanding mental guidance, gathered and is finally disposed (Pitler, Hubbell & Kuhn, 2012).

A summary plan is really an advance organizer or group of teacher provided notes designed to assist student's attention on what is significant as they are reading or watching a video. As our son attends virtual school in the 9th grade, he has to create many power points for his language art lessons. Recently he had to prepare a report on the book " The Outsiders". He was able to pull summary notes from various websites pertaining to the book which was helpful in preparing the report. Next he took the notes and wrote them in his own words, a summary of the new information found. Being able to take notes and summarize them that will be helpful in learning is vital in preparing students for the future (Pitler, Hubbell & Kuhn, 2012).       

Every student acquire information differently. There are different approaches that an individual learns from. Specific mental characteristics are also probably to impact how the individual might satisfyingly learn. Recognition and acknowledgement of students' mental choices can help a teacher construct instructions that are compatible with these choices (Lever-Duffy & McDonald, 2008).          

After a period of time by with using cues, questions and advance organizers, the use of multimedia within instructions assist students to stay committed and on point with learning. I mostly try to do whatever it takes to keep students from becoming bored or wandering off to sleep. In class on a daily basis, students will watch a video of the alphabet assigned for the week and then be able to answer questions pertaining to the lesson taught. Using these type instructional strategies will help the students stay engaged with the lesson taught and hopefully students will retain much of the information for future use (Pitler, Hubbell & Kuhn, 2012).

References:

Hartley, J. (1998). Learning and Studying. A research perspective, London:Routledge.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Behaviorism in Practice

There are several strategies that apply to the principles of behavior. When a student takes home outstanding work that was done in the classroom on a given day, we as parents often praise them for a job well done and as a part of reinforcement, their achievement is posted on the refrigerator for everyone in the home to see and celebrate. This a good way of commonly identifying a student based on personal accomplishment. Technology supports an approach to take this identification to the next position. Inserting excellent student achievement on the Internet initiates chances for acknowledgement from classmates, peers, educators and family members from across the world. Presenting a student a personalized document to honor high valued achievement is a definite way to make the student feel acknowledged and stimulated for further success (Pitler, Hubbell & Kuhn, 2012).

            According to Behaviorists, awards decide the possibility of the behavior replaying. Educating is actually a quiet process. One learns as a reaction to the learning environment, not automatically because of any particular psychological activity (Duffy & McDonald, 2008). The strategies of reinforcing effort, providing recognition, assigning homework and providing practice are all correlated to possibly what is rightly known as operant conditioning. This is reinforcing what you desire individuals to achieve again or avoiding or chastise what you desire individuals to stop doing.

            In conclusion, educating by performance is to be complimented. Educating is aided when goals are understandable. Those who hold to behaviorism in educating will mainly build their actions by behavioral goals. Constant practice is essential for learning to take place (Hartley, 1998).

References:

Hartley, J. (1998). Learning and Studying. A research perspective, London:Routledge.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal

            education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.