Constructivism in Practice

The constructivist theory presents the following assumptions as stated by Merrill (1991):

• knowledge is constructed from experience
• learning is a personal interpretation of the world
• learning is an active process in which meaning is developed on the basis of experience
• conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning
• learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity(Merrill, 1991, in Smorgansbord, 1997)
  

Based on the above, and the recommendations presented by Pitler, Hubbell, Kuhn, and Malenoski in “Using Technology with Classroom Instruction that Works” educational technology can be implemented in the language classroom through resources such as spreadsheet software, data collection tools and web resources. The web based resources mentioned include NASA Science Files Problem Board, NOVA Building Big, Pilmonth Plantation’s You Are the Historian, Primary Access, by Kids for Kids: How to Invent, Invention Web Resources, and ExploreLearning, among others.

The above are excellent sources for implementing project/problem/inquiry based learning in the EFL classroom. Dr. Michael Orey explains that an important issue in the Constructionist learning theory is that students learn best when they build an external artifact that may be shared with others (Laureate Education, Inc., 2009).

There are many advantages found in implementing educational technology and a constructivist/constructionist approach in a project/problem/inquiry based learning EFL/ESL learning environment such as the use of authentic materials providing students with topics of interest that will become central to their project work. Through project work students become active participants in a collaborative effort and written and oral production of the target language.

Miriam

References:

Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2009). Program number 7.

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Merrill, M. D. (1991). Constructivism and instructional design. Educational Technology, May, 45-53.

Cognitivism in Practice

“In contrast to the behaviorist view, cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is sotred, and is finally used. Congnitive theorists attempt to explain learning in terms of how one thinks. Learning and problem solving, accordint to cognitivists, represent mental processes that are undetectable by mere observation. Key theorists in this perspective include Jerome Bruner and David Ausubel.” as stated by Lever-Duffy & McDonald (2008).

Ausubel developed advance organizers. They allow opportunity for students to activate networks or information by remembering and transferring prior knowledge to new information. Ausbel’s theory is based on the idead that learning takes places if the student can identify meaningful information. The instructional strategies presented by Pitler, Hubbell, Kuhn, & Malenoski (2007) are cues, questions and advance organizers.


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

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

Behaviorism in Practice

Classroom Instruction that Works by Pitler, Hubbell, Kuhn, Malenoski (2007) presents two instructional strategies: Reinforcing Effort in Chapter 8 and Homework and Practice in Chapter 10. Both fall within behaviorist learning strategies that embed technology. Standridge (2008) explains that “Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorists learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner.”

In Reinforcing Efforts, one strategy presented was the use of spreadsheet software to create an effort rubric which allows helps them to monitor their performance through simple calculations, charts and comparison studies and surveys. Pitler, Hubbell, Kuhn, Malenoski (2007) state that “When students have well-known or personal stories from which to learn, effort is reinforced and students begin to take more responsibility for their success. Data collection tools, such as Excel, will serve such a purpose.

In Homework and Practice, it is stated that McREL’s research generalizations on practice supports that “Mastering a skill or process requires a fair amount of focused practice” and that homework and practice are facilitated through the use of technological resources such as word processors, spreadsheet software, multimedia, web resources and communication software through which educators can obtain measurable and observable performance, the two ideas that comprise foundational principles of the behaviorist approach to learning as explained by Lever-, J. & McDonald, J. (2008).

To incorporate the strategies and resources described above under
For further reference in incorporating behaviorist principles into course design through the strategies and resources described above, we can refer to the guidelines offered in the The Office for Teaching and Learning Newsletter (2002):

. Write observable and measurable behavioral learning outcomes
. Specify the desired performance in advance (the learning outcomes serve this purpose)
and verify learning with appropriate assessments
. Emphasize performance, and practice in an authentic context
. Use instructional strategies to shape the desired skills
. Reinforce accomplishments with appropriate feedback

This exercise has served to reflect on the reality that behaviorism is used in today’s classrooms. Dr. Orey (2009) reminds us that behaviorism is criticized all the time but it is used everyday in everything that we (as educators) do, recognizes that technology is a powerful tool and adds that the challenge is to incorporate behavioristic strategies through the use of technology to learn a piece of content but this approach will not offer opportunities for enriching the students learning experience and their passion for learning.

Miriam

References:

Laureate Education, Inc. (Executive Producer). (2009). Program Number 4. Behaviorist Learning Theory. Bridging learning theory, instruction and technology. Baltimore: Author.

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

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

The Office for Teaching and Learning Newsletter December 2002, Volume 7, No. 2. Wayne State University. Retrieved May 13, 2009

Laureate Education, Inc. (Executive Producer). (2009). Program Number 4. Behaviorist Learning Theory. Bridging learning theory, instruction and technology. Baltimore: Author.