Constructivism in Practice

I found that the strategies for testing hypotheses relates to constructivist/constructionist learning theories. Teachers can help guide their students to make hypotheses through a series of six tasks. They can use system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
These tasks correlate to the constructivist/constructionist theory because constructivists believe knowledge is a constructed element resulting from the learning process (Lever-Duffy, J. & McDonald, J. 2008). Students using such skills as investigation, problem solving, experimental inquiry, and decision making are constructing their own knowledge and assimilating and accommodating information into their existing schema. If projects are challenging enough and grade level appropriate students will encounter disequilibrium where they will need to assimilate and accommodate in order to work through their task. According to constructivism, each child is going to learn and experience in their own way in order to grasp a concept. They will have to come to their own decisions and answers based on the knowledge they have constructed.
Once students have their data they are able to use technology to test their hypothesis. They can use spreadsheet software, data collection tools, and put their information in charts and graphs. Using educational technology gives students a concise view of their hypothesis and their answers.

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.

Cognitivism in Practice

Incorporating cues, questions, advance organizers, summarizing, and note taking in the classroom correlates closely to cognitive learning theories. For example, constructivists view learning as an active process where the learner is creating new ideas based on their prior knowledge (Lever-Duffy& McDonald, 2008). Students are creating new ideas when engaging in such activities as advance organizers, and summarizing. They must accommodate and assimilate information and ideas into their schema. Advance organizers help students to maintain their focus when learning (Pitler, 2007). Cues and questions correlate to the behaviorist theory. Students are conditioned by their teacher and when they are given cues and questions, it triggers the child’s memory and gets them thinking (Pitler, 2007).
Virtual field trips and concept mapping relate to the cognitive learning theories because they require students to take in information and create their own learning by exploration. They must actively participate and internalize what they are seeing or reading. Virtual field trips give students an experience that they would most likely not get if it were not for technology in the classroom. These field trips build upon their background knowledge and therefore students are better equipped the next time they are acquiring new information.
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

Behaviorist learning theory is described as providing praise and positive reinforcement for good behavior and punishment for negative behavior (Laureate, 2008). When students follow directions and complete a task they are given a reward of either praise, something tangible, or a privilege. However, if they do not comply with what is expected of them they receive negative feedback or punishment.
“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students who work hard reap the benefits of a reward and they eventually make the correlation between doing work and being successful in school. Students who put the time and effort into their class work and homework become more proficient in their academics.
Some other strategies that correlate with the principles of behaviorist learning theory are cooperative learning, homework and class practice, incorporating multimedia activities, and summarizing and note taking.

Laureate Education Inc. (2008). “Behaviorist Learning Theory.” Baltimore, MD: Laureate Education Inc.

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