Of all the learning theories circling the educational career, the constructivist/constructionist theory is where I hang my hat. Simply put this theory proposes that learning occurs as students construct knowledge/understanding from what they experience within the world. The coolest part of this theory is that it is a very hands on. This theory explains that learning is maximized as students actually create “artifacts” of what they are discovering, and that I why I love this theory. We create. Of all the learning theories that I have discussed this one is the most exciting because of its level of engagement. Music is without a doubt a creative content area and this also goes for my class. We spend a massive amount of time creating songs or rhythms which utilize what we have been discussing. As I have learned more about the constructivist/constructionist theory I have encountered many ideas for activities that correlate with it.
One idea that was suggested by Dr. Orey is to have the students create power point presentations of what they are learning in the class. We could go so far as to be very specific and require certain things in the power point to make it even more of a challenge. Perhaps the students must search the internet for images or even videos. In this case the power point is the artifact that the students create to gain a deeper understanding of what they are learning.
Another idea from Dr. Orey (Orey, 2001) is where the students are faced with a problem or project that requires them to gather information and construct an artifact which furthers their understanding. An example of this is a high school english teacher presenting the students with a project where they must perform a puppet show version of a single act from a Shakespeare play where the dialogue has been updated. To do this the students must search out the meaning of the words from their act, and then find synonyms to them. For this example the assignment is the problem, the searching for synonyms is the solution, and the puppet show is the artifact.
Still another example comes from the book Using technology and classroom instruction that works. In the 11th chapter the authors describe the idea of using spreadsheet software to compile, observe, analyze, and finally present their findings. In this example the spreadsheet is the artifact. Using a program like this allows our students to gain deeper levels of knowledge through the manipulation of factors.
For me this is the theory that, at least for now, I will be spending a large portion of my methods with. I love the idea of presenting a problem or project and then working with the students to find the solution. Honestly I may actually start asking questions that I want to know the answers to. Then with our new found information we can apply it, and create better music (the artifact) and deepen our level of understanding.
References
Laureate Education, Inc. (Producer).(2009). Constructionist and constructivist learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, September 29, 2009
Tuesday, September 22, 2009
Supprised by the Cognitivist Theory
As I have continued my search through the learning theories I have begun to look at the cognitivist theory. The theory proposes that all learning is built upon from prior knowledge in the mind. The brain creates links from old to new knowledge and based on the level of need or depth of the experience for this information, is stored in long-term or short-term memory.
This week I looked at the idea of concept maps for use in my classroom. A concept map is a graphical depiction which is used to help organize, arrange, or manipulate information. We already have these at our school but they go by the name thinking maps. I really like these maps because I am a very visual learner and these help me to understand the information tremendously. Concept maps can be designed in any number of ways but I prefer to look at them in a brainstorm type cloud. Seeing this helps me to understand the connections between the central theme and the sub-categories that relate. This is a perfect example of the cognitivist theory in work because I am building specific content from an initial piece of information.
If we were to use a computer program like webspiration to create our own concept maps for assignments we would actually be able to exceed just using text and would also be able to add pictures. This is another great tool for a cognitivist because it would create more than one mental stimuli which cause the depth of the information to increase and thus be stored into the memory.
Another idea that I will be implementing into my class is the idea a virtual field trip. I have been desiring to do something like this for quite some time. I have already set up a skype account and webcam and was simply waiting to find the class that I would collaborate with. My original intention however, was more like an online collaboration between two classes than a real virtual field trip. A virtual field is basically a place that you can go to on the internet where you are able to explore information. What I have come to understand is that right now their are hundreds of virtual field trips that our students can go and enjoy. I recently looked at the museum of art in Boston and was overwhelmed with all the information that was made available to me. Using this in my classroom follows the idea of the cognitivist theory because the experience is so rich. The mind encounters so much mental stimuli through multiple senses that it’s experience is stored more like an event than a random group of facts. I will be using this in my class probably by tomorrow.
This week I looked at the idea of concept maps for use in my classroom. A concept map is a graphical depiction which is used to help organize, arrange, or manipulate information. We already have these at our school but they go by the name thinking maps. I really like these maps because I am a very visual learner and these help me to understand the information tremendously. Concept maps can be designed in any number of ways but I prefer to look at them in a brainstorm type cloud. Seeing this helps me to understand the connections between the central theme and the sub-categories that relate. This is a perfect example of the cognitivist theory in work because I am building specific content from an initial piece of information.
If we were to use a computer program like webspiration to create our own concept maps for assignments we would actually be able to exceed just using text and would also be able to add pictures. This is another great tool for a cognitivist because it would create more than one mental stimuli which cause the depth of the information to increase and thus be stored into the memory.
Another idea that I will be implementing into my class is the idea a virtual field trip. I have been desiring to do something like this for quite some time. I have already set up a skype account and webcam and was simply waiting to find the class that I would collaborate with. My original intention however, was more like an online collaboration between two classes than a real virtual field trip. A virtual field is basically a place that you can go to on the internet where you are able to explore information. What I have come to understand is that right now their are hundreds of virtual field trips that our students can go and enjoy. I recently looked at the museum of art in Boston and was overwhelmed with all the information that was made available to me. Using this in my classroom follows the idea of the cognitivist theory because the experience is so rich. The mind encounters so much mental stimuli through multiple senses that it’s experience is stored more like an event than a random group of facts. I will be using this in my class probably by tomorrow.
Wednesday, September 16, 2009
Me and the Behaviorist Theory
I have recently begun to consider the way that my students learn. What I have come to realize is that there are three major theories. The one that I am going to discuss today is actually the first one, called the behaviorist theory. It suggests that all learning is done through positive rewards or punishments. However, don’t let the word punish frighten you it is more like, as Dr. Orey describes, negative reinforcement. This implies that all learning is accomplished through an external means. Well, let me start by saying that I don’t agree with this theory completely. Though I do acknowledge that learning can be achieved through experiencing the circumstances of one’s choices. I simply can’t believe that there is nothing going on internally.
So the real question is, how does what I do in the classroom fit with the strategies of the behaviorist theory? The area where I use this theory the most, is in my classroom management strategy. Dr. Orey explains that B. F. Skinner designed the behaviorist theory and that it solely holds to the principle of operant conditioning. I have many things that I use to help my students understand the appropriate behaviors for my class. First are specific complements. I say specific because I want my students to understand what they did which has warranted my reaction. Another strategy for management is the blue chairs of comfy goodness. If you are a parent of a student that I teach, you may have heard your children describe these marvelously relaxing chairs. Basically, these are designed to be the exact opposite of a time-out center. When a student does good I reward them with 5 min. of relaxing in the blue chairs. Lastly, I use the thing that if you are a parent I know you have heard of. Bach Bucks. When students are engaged in the conversation, are answering questions, are being respectful, or anything that is positive I reward them with these little fake dollars which allow them to buy things like instruments or even the blue chairs for an entire class time. In every one of these examples the students are learning how to behave based on either a reward or a punishment. You may have noticed that I haven't gone into any of the punishments that I use, even though they are a part of my classroom management system. Dr. Orey explains that of the two parts of the behaviorist theory, positive reinforcement is the strongest. This is why I tend to lean heavier on the positive side of the behaviorist strategy.
Another area where this theory is very active is when we are playing instruments. The cool thing is that I don’t actually have to do anything. By that I mean, they learn the best from sound of the instrument. When they are playing with the correct mouth shape they get the right tone. If they play incorrectly they get a squeak. The sound of the instrument becomes the positive or negative reinforcement. However, when students are practicing with their instruments I do make it a point to say something. This reminds me of a strategy explained in the book, Using Technology With Classroom Instruction That Works. They state that when homework, or in this case practice on an instrument, is assigned it should be commented on. This is absolutely the behaviorist theory. We are positively or negatively responding to the students' behaviors.
The last area that I will discuss now is centered around the idea of effort. In the eighth chapter of Using Technology With Classroom Instruction That Works, it describes the idea of reinforcing effort. The truth is that when it comes to music, I look at effort very intently. When we are creating a musical composition I watch to see who is really putting in time and consideration and who is just plunking around on their instruments. To me effort is a big deal, but as this chapter explained not all students realize that their effort is important to their school work. Since this is the case I try very hard to recognize and reward those who are putting in that extra umph and refocus those that might not fully understand just how important there effort is. There is the behaviorist theory. It is exemplified by the recognition or refocusing of the student.
Even though there are other examples, hopefully this blog will help give you some insight into a few areas where the strategies of the behaviorist theory are alive and well in my class, despite my few objections to it.
References
Laureate Education, Inc. (Producer). (2008). Behaviorist Learning Theory. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
So the real question is, how does what I do in the classroom fit with the strategies of the behaviorist theory? The area where I use this theory the most, is in my classroom management strategy. Dr. Orey explains that B. F. Skinner designed the behaviorist theory and that it solely holds to the principle of operant conditioning. I have many things that I use to help my students understand the appropriate behaviors for my class. First are specific complements. I say specific because I want my students to understand what they did which has warranted my reaction. Another strategy for management is the blue chairs of comfy goodness. If you are a parent of a student that I teach, you may have heard your children describe these marvelously relaxing chairs. Basically, these are designed to be the exact opposite of a time-out center. When a student does good I reward them with 5 min. of relaxing in the blue chairs. Lastly, I use the thing that if you are a parent I know you have heard of. Bach Bucks. When students are engaged in the conversation, are answering questions, are being respectful, or anything that is positive I reward them with these little fake dollars which allow them to buy things like instruments or even the blue chairs for an entire class time. In every one of these examples the students are learning how to behave based on either a reward or a punishment. You may have noticed that I haven't gone into any of the punishments that I use, even though they are a part of my classroom management system. Dr. Orey explains that of the two parts of the behaviorist theory, positive reinforcement is the strongest. This is why I tend to lean heavier on the positive side of the behaviorist strategy.
Another area where this theory is very active is when we are playing instruments. The cool thing is that I don’t actually have to do anything. By that I mean, they learn the best from sound of the instrument. When they are playing with the correct mouth shape they get the right tone. If they play incorrectly they get a squeak. The sound of the instrument becomes the positive or negative reinforcement. However, when students are practicing with their instruments I do make it a point to say something. This reminds me of a strategy explained in the book, Using Technology With Classroom Instruction That Works. They state that when homework, or in this case practice on an instrument, is assigned it should be commented on. This is absolutely the behaviorist theory. We are positively or negatively responding to the students' behaviors.
The last area that I will discuss now is centered around the idea of effort. In the eighth chapter of Using Technology With Classroom Instruction That Works, it describes the idea of reinforcing effort. The truth is that when it comes to music, I look at effort very intently. When we are creating a musical composition I watch to see who is really putting in time and consideration and who is just plunking around on their instruments. To me effort is a big deal, but as this chapter explained not all students realize that their effort is important to their school work. Since this is the case I try very hard to recognize and reward those who are putting in that extra umph and refocus those that might not fully understand just how important there effort is. There is the behaviorist theory. It is exemplified by the recognition or refocusing of the student.
Even though there are other examples, hopefully this blog will help give you some insight into a few areas where the strategies of the behaviorist theory are alive and well in my class, despite my few objections to it.
References
Laureate Education, Inc. (Producer). (2008). Behaviorist Learning Theory. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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