Constructivism in Practice

“Generating and Testing Hypotheses” is an instructional strategy that embeds technology and also incorporates the components of the constructivist learning theory.  Dr. Orey states that the constructivist learning theory is a theory of knowledge stating that each individual actively constructs his/her own meaning.  Effective teachers create learning opportunities in the classroom through inquiry, which means asking “good” questions.  These kinds of questions generate hypotheses and prediction, which in turn can create higher level thinking in the classroom.  Students deepen their understanding of key skills through this type of learning experience.  When we think of testing hypotheses and inquiry, we instantly think of science, but this instructional strategy can easily be integrated into all content areas.

Cognitivism in Practice

Cues, questions, and advanced organizers are among the tools and strategies that teachers use to set the stage for learning.  These tools create a framework that helps students focus on what they are about to learn.  Asking questions and prompting students' replies with cues are strategies that come naturally to most teachers.  Like questions, advance organizers are also commonly used to help set the stage for instruction.  Graphic organizers show how new ideas or concepts relate, providing students with a visual framework for acquiring and organizing new information.  Teachers want the time spent planning and teaching to generate the most effective and sustained learning.  By implementing the recommendations below focused on cues, questions, and advance organizers teachers can gain from research and maximize effort.

Effective summarizing leads to an increase in student learning.  Helping students recognize how information is structured will help them summarize what they read or hear.  Note taking is a related strategy that teachers use to support student learning.  Teachers can prompt students to review and refine their notes, particularly when it is time to prepare for an exam, write a research paper, or other summative assessment of learning.  By deliberately teaching the skills of summarizing and note taking, teachers provide students with a stronger foundation for learning by employing research-based strategies. 

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things.  Using various strategies such as “cues, questions, and advanced organizers” and “summarizing and note taking”, incorporates the ideas from the cognitive learning theory by stimulating the brain to think/learn in different ways.

Concept mapping is a tool used to represent relationships between ideas, images, or words.  Concept mapping is a way to develop logical thinking and develop study skills.  Virtual field trips create episodic memories.  They allow the opportunity to “go” where you physically cannot.  It’s a way to “witness” history and engage in critical thinking activities.  Both of these exciting technology tools incorporate the ideas of the cognitive learning theory and feed into how students’ brains work/learn best.

Behaviorism in Practice

“Reinforcing Effort” and “Homework and Practice”

Although research on learning tends to focus on instructional strategies related to subject matter, students' beliefs and attitudes have a significant effect on their success or failure in school.  Reinforcing effort strategies address students' attitudes and beliefs.  Most students are not aware of the importance of believing that their level of effort is related to their achievement.  When students are rewarded or praised for achieving specific goals, their level of achievement is higher. 

Homework and practice are related, connected by the context when students are learning on their own and applying new knowledge.  Homework and practice both provide opportunities for students practice, review, and apply knowledge.  It also enhances a student's ability to reach a level of expected proficiency for a skill or concept.  Research referenced from our resources indicated students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect.  Research on homework indicates that it should be approached not as an afterthought to the school day, but as a focused strategy for increasing understanding.  Practice means students are engaged in applying new learning, often repeatedly. The goal of practice is for students to get as close to mastery as possible.

These instructional strategies portray the behaviorist learning theory because with “reinforcing effort” one is reinforcing desirable behavior by rewards and praise and with “homework and practice” one is repeatedly practices desirable behaviors and thus being successful.

References

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist learning theory. Baltimore: Author.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm