Constructionism in Instructional Practices

As I read through this week's reading one assignment really caught my attention. Dave McDivitt of Oak Hill High School in Converse, IN used a multiplayer strategy game to teach the causes of World War II (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Dr. Michael Orey describes constructionism as a theory of learning that states people learn when they build an external artifact or something they can share with others (Laureate, 2008). The World War II strategy game is constructionism in practice. This type of activity creates a hands on experience for the student and allows them to use the mechanisms for learning: assimilation, accommodation, equilibration, and schema. Although, I have many students tell me they love history and enjoy my class, most students openly admit they are only taking a history class because it is a graduation requirement. My priority motivation for getting a degree in technology is to bring my curriculum into the 21st century. Video games are strong motivational tools for modern teenagers and I am sure they could generate interest in education if used properly. Using the World War II strategy game, students could be required to keep a journal of their tactics and chart the results of their action. A teacher could then have their students wrap up the activity by writing an essay analyzing the actual causes of World War II and comparing it to their experience in the game.

Problem Based Instruction gave me the thought of creating open ended research paper for my students to write. I always tell my students, "History is in the eye of the beholder." Everyone interprets history differently according to their perspective. Through Problem Based Instruction the student can look at the Crusades through the eyes of a Christian and a Muslim. Each will have vastly different interpretations of the causes and outcome of the wars. The development of technology and the continued acceptance of technology in the classroom is creating new ways for constructionism to create and share their educational experiences. As a history teacher the hands on opportunities offered in constructionist activities help to maintain an actively engaged community of students.

Knocking Down Walls... The Possibilities

As I started my teaching career in 2001, the extent of my abilities were giving lectures and engaging my students in debates and lectures, then giving the necessary assessment. By 2005 I was creating power points to spruce up my lectures and giving the students something to temporarily hold their attention as they copied every single word on the screen and completely ignoring the intriguing story I was telling. In 2007 I was able to incorporate short videos and music into my power points to really engage my students. At least they were listening to something. We did projects and other assignments as I attempted to address all sensory mechanisms of my students. My classroom was an area in which cognitism was practiced on a limited basis.

Fast forward to 2010 and I am planning several new ways to actively engage my students in assignments that will use all of their cognitive tools. Using technology such as concept maps or blogs will help to establish the connection necessary for long term memory, an important component for a history student. Declarative and procedural information will be enhanced with the use of episodic information, such as the virtual field trip and it will help to establish a well rounded student. These tools will allow me to simplify my curriculum, and challenge my students by providing experiences to enhance their cognitive abilities.

I would agree with Pavio's dual coding hypothesis. If you think about an illiterate person that recognizes a picture, such as a cow, but can not spell or read the word. The image of the cow and the pronunciation of the word is being processed cognitively, but the word does not register. This theory would also contribute to the importance of visualization in the memory process. It is my goals to have my students use all necessary cognitive tools in order to store and maintain long term memory. For instance, my students will gain a stronger understanding of the importance of the Renaissance if we take a virtual tour of a medieval village and then are able to compare that village with an emerging Italian city, such as Florence. Through the internet, my students will experience the lack of freedom, literacy and art associated with the Dark Ages. They will then compare the medieval town to the Italian city-states and see the art, architecture and revival of society taking place in Europe. In addition to providing my students with information, I will have my students develop different forms of media in order to establish the episodic information and developing a network model of memory.

Behaviorism Learning Theories and Instructional Strategies

Behavorists learning theories focus on the idea of reinforcing positive and redirecting negative bahaviors. While reviewing this week's material, the instructional strategies discussed focused on much of the same goal. In order to achieve the greatest amount of success in a collaborative learning environment within my classroom, I must have 100% effort from each one of my students. In order to achieve this effort, I must continuously work to reinforce their positive efforts with rewards and or verbal praise. Students of all ages like to be publically acknowledged for their accomplishments. Therefore, as I see effort in my classroom being applied to both homework and class discussions, it is essential to follow the lead of the behaviorists learning theories and reward this behavior.

However, the opposite also holds true. When I fail to see effort from my students such as not completing homework, classwork, or actively participating in class discussions and activities, I must work to redirect this behavior through reinforcing the positives. Once students realize their effort will be recognized and rewarded, I am more likely to obtain the desired results of increase effort in the classroom.

When analyzing the behaviorists learning theories, I recognized the need to modify my rewards to fit the needs of my students. Some students respond to simple verbal acknolwedgement and praise, however, others may require a more tangible reward such as a homework pass, lunch brought in from outside of school, or simply becoming the teacher assistant.