Constructivism in Practice

"Please make your hypothesis now." One of the most hated sentences I heard while in school. I hated having to make my own hypothesis. I mean what happens if I had a stupid hypothesis, or for heaven's sake if I was incorrect. Now that I am in the teacher's shoes, I love watching the faces of my students when I say that, of course it does not happen all the time, but when it does it is funny to see.

Constructivist Theory entails that students generate knowledge through their experiences or add on to preexisting knowledge due to accumulation of data. In our resource, "Using Technology with Classroom Instruction that Works" we read about "Generating and Testing Hypotheses". In this chapter we learn about six different tasks that teachers use to generate and test hypotheses and the different technology applications and software that allow us to do this. The six tasks are: "System Analysis" "Problem Solving" "Historical investigation" "Invention" "Experimental inquiry" and "Decision Making" (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Spreadsheets can be used in all classes to input data that has been collected. I took an Agricultural Class where we had to take samples and survey different things. In order to keep track of the information and to see the changes over the course of time, I kept a spreadsheet of all the information. At the end of the course, I was able to see the different changes in crop rotations, output vs input, and be able to create visuals like graphs.

We can also become creative and use data collection tools like a microscope. I myself have not come up with a way to utilize this in my class, but I am sure others will. Most of my students would collect data through the use of surveys, interviews, and research.

Technology has allowed us to generate hypotheses, research, collect data and ultimate test those hypotheses. The more we learn, the more ways I find how technology has and can be integrated into the classroom.


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

Cognitivism in Practice

Okay, so I want you to close your eyes and go back in time. I am your fourth grade English teacher and I am giving you your assignment. You are to write a paper titled "My favorite season is...". I now tell you to get out a piece of paper and start brainstorming your ideas.



The picture above is more then likely what you would have developed. Can you think of something that this resembles? I'll give you a moment to think about............


Okay, could it be that brainstorming can also be concept mapping? By George I think he is right. Concept mapping is a way of organizing information into visual networks of connections. Concept mapping is an advanced organizer, which we read about in our learning resource. This leads into the Cognitive Learning Theory.

The Cognitive Learning Theory deals with information processing. How we take it in and what we do with it. Technology has helped make this a lot easier for teachers to work with. We have PowerPoint's that allow us to include informational images;

Spreadsheets allow us to enter data and process it. In my finance class, I do two projects with my students. That get to buy a house and a car. They do research first, getting numbers and information that is needed. Then the students input their information into a spreadsheet and calculate different options for mortgages. For the car students can compare and contrast three different cars, as well as, determining if it is better to lease or buy the vehicle.

Technology plays a great role in several learning theories. So what is your favorite season?

Behaviorism in Practice

In our learning resources we learned two key strategies that relate to the behaviorist learning theory. These strategies are "Reinforcing Effort" and "Homework and Practice" (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Students understanding of the relationship between effort and achievement is enhanced through reinforcing effort by addressing the students' attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Reinforcing effort has a direct link to the behaviorist learning theory. Behaviorism is seen as learning due to the response from an external stimulus. The external stimulus can be positive, negative and neutral reinforcement to a behavior (Lever-Duffy & McDonald, 2008). Teachers can have students track their efforts through the use of spreadsheets and rubrics created by the teacher. The students and the teacher will then be able to establish the students relationship between their effort and achievement. This in turn will hopefully instill the behavior of students working harder and putting more effort into their work.

Students are provided the opportunity and chance to review and apply what they have learned through homework and practice. Students will become proficient with their skills through the use of homework and practice (Pitler, Hubbell, Kuhn & Malenoski, 2007). This relates to the behaviorist learning theory through establishing a behavior of doing homework and practice that will deepen the students understanding of the material being taught. Technology has greatly impacted homework and practice. Students have been provided with word processing, spreadsheets, multimedia, web resources and communication software (Pitler, Hubbell, Kuhn & Malenoski, 2007). These tools have allowed students to be creative, research extensively on a topic and create amazing projects, presentations, and assignments.

Depending on who you talk to, you will get different responses to how these strategies relate to the behaviorist learning theory or even if the behaviorist learning theory is appropriate in today's classroom. My students do get homework assignments and lots of in class practice time. In my first application, I did not really feel that I was really using the behaviorist learning theory a whole lot, but I believe I use it more then I know. As we go through this course, I have a feeling that I am going to continue to find out that I use the strategies and learning theories more then I have thought of. As teachers we owe it to our students to learn this theories and strategies and keep up with new research being presented. With everything, there is always a trial and error type situation. You do not know if something works for you or your students until you have tried it. As the saying goes, Practice makes perfect, or almost perfect.

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.