Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning - MD5Assgn Mitchell S

 

Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning

     Constructivist/Constructionist learning theories relate to dynamic knowledge being constructed in the thought processes of the learner from the aspect of creating ideas through the active engagement of building an artifact that can be reflected upon and shared with others (Orey, 2010, p. 130). In this week's discussion, the scholarly source I located said “constructivism does not embody a recipe for teaching, instead, it is a theory explaining learning— implementation of this learning theory becomes the most important characteristic of well-designed lessons” (Uzuntiryaki et al., 2010, p. 403). The relationship between these learning theories with instructional strategies, and technology tools can be looked at as a way of incorporating proven teaching methodologies with digital design applications that are currently in use. An example of this would be students creatively engaging in producing and “writing a word processing document” (Laureate Education, 2015e, paragraph 21) from a teacher-generated rubric for an assignment. These strategies and tools work together to support student learning in constructivist/constructionist learning theories by a “learning by design process” in which students produce an original artifact in line with the parameters of the lesson and or assignment. 

     In the future, I might use the constructivist-based instructional strategy of learning by design with Web 2.0 digital mashup tools to implement the start of a lesson on “the parts of a chemical reaction”. In this scenario, the students may use a minimum of two multimedia applications, of their choice, to describe and portray the reactants and products of a favorite recipe, in which they would like to cook, in order to introduce the concepts associated with chemical reactions. The Educator ISTE standard of continually improving the practice by “exploring proven and promising practices that leverage technology to improve student learning” (ISTE, 2008) is associated with the aforementioned strategy and tools. And curating “a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences” (ISTE, 2016) for the student as a knowledge constructor is associated with technology tools needed for applying the constructivist-based instructional strategy.

     In this week's discussion, the popular source I located can be applied to a constructivist classroom by encouraging students “to elaborate on their ideas and use evidence to bolster their opinions” (n.d., Study.com) in order to value the learner’s point of view from an educator’s standpoint. I would integrate the merits of this type of source into my GH assignment in order to support the application of the constructivist learning theory associated with allowing students to engage with material that relates to their interests which can help strengthen their motivation to learn and deepen their understanding of a unique problem they wanted to solve.

 

 

References

 

International Society for Technology in Education (ISTE). (2016). Standards for Students.  http://www.iste.org/standards/standards/for-students-2016 

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers 

Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

(n.d.). Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. Constructivist Teaching: Principles & Explanation - Education & Teaching Class (Video) | Study.com. http://study.com/academy/lesson/constructivist-teaching-principles-explanation.html

Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices? Research in Science Education, 40(3), 403–424. https://doi-org.ezp.waldenulibrary.org/10.1007/s11165-009-9127-z

 

 

Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

 Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

     Behaviorism can be defined as “motivational variables that demonstrably influence the effectiveness of the consequences of actions” (Aló & Cançado, 2013, p. 641). In terms of its interconnectivity with instructional strategies and technology tools, it can be implied that the digital learning applications used, can and will, enhance a teacher’s methodology in disseminating information, for mastery purposes, when aspects of human behavior are taken into account. Strategies such as the ability to ask learner experience relatable questions, to the students, about the lesson “can motivate students by tapping into their curiosity and interest in the topic” (Pitler et al., 2012, p. 91) thereby supporting student learning by making connections between the familiar and unfamiliar. Strategies and tech tools work together in terms of relating to the learning theory by operant conditioned programmed instruction to reinforce the desired learning attributes wanted by the teacher. An example of this, in today’s society, would be using online software tutorial programs that allows the learner to proceed to the next learning sequence when mastery has been shown by providing correct responses. And remediating the process with additional supports when the actions and or responses from the learner does not meet the algorithm requirement of the correct response. 

     I currently use a behaviorist-based instructional strategy associated with symbolic long term consequence actions (Orey, 2010, p. 273). I run a technology-based grading tool program that automatically drops the quarter-final assessment grade when the student’s overall average for the marking period is 90% or above. This encourages the student to produce outstanding marks on all assignments leading up to the final in order to be exempt and or drop the final grade and still end up with an “A’ for the quarter. In terms of the student ISTE that relates to the aforementioned behaviorist-based instructional strategy technology tool, an empowered learner comes to the forefront when the student can leverage technology to achieving competency in and for their learning goals (ISTE, 2016). The ISTE Educator Standard that ties this all together is that of a facilitator in which “learning with technology to support student achievement of the ISTE Standards for Students” (ISTE, 2008) takes place in the scenario.

     The ways in which I can apply the sources I researched for the Module 3 Discussion entails monitoring and collecting data associated with learner positive feedback, on an academic and social level, to improve student learning and attitudes toward student learning. And taking away something unpleasant, from a student learning situational context, to increase wanted behavior from the pupil. In both cases, operant conditioning takes place to achieve a wanted outcome for the teacher as well as the student. I would integrate the previously mentioned sources into my science fair scientific inquiry GH based activity by incorporating weekly individual student check-ins to give encouragement and praise on minimal and significant progressions concerning their project as well as grade incentive increases to any assignments marked lower than a “C” for continued positive progress on the project. This supports the behaviorist learning theory of a “presentation of a stimulus that increases the probability of a response” (Orey, 2010, p. 273) which is positive reinforcement.

 

 

References

Aló, R. M., & Cançado, C. R. X. (2013). Coming to Terms with Motivation in the Behavior-Analytic Literature. Psychological Record, 63(3), 641–654. https://doi-org.ezp.waldenulibrary.org/10.11133/j.tpr.2013.63.3.016

International Society for Technology in Education (ISTE). (2016). Standards for Students.  http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works (2nd ed.). Alexandria, VA: ASCD.

 

Assignment: Cognitive Learning Theory, Graphic Organizers, and Virtual Field Trips

Online Resource (mindmaps) https://www.mindmaps.app used to create the graphic organizer

Link to file of Virtual Field Trip Graphic Organizer listed below. (PDF)

https://drive.google.com/file/d/1bI9pK5r9kenFPDbjs3TpK-CoCrriXqSA/view?usp=sharing

The mindmaps graphic organizer was used in the capacity of showing how reduction potential, using different types of group 1A and 4A elements, can be manipulated to increase energy output and rechargeability based on electron loss and gain flow in redox reactions.

Virtual Field Trip Link