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My thoughts on how 'Generating and Testing Hypothesis" relates to constructivism/constructionism.

“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, and Malenoski. p. 202).  This strategy relates to constructivism/constructionism in that the student has created their own hypothesis and performed some sort of action in order to check the answer.  In An Introduction in Project Based Learning, Constructionism project learning is described as hands on, student directed problem solving, or when students create something that demonstrates what they have learned.
This week, I explored a project based learning strategy that I felt was very successful. As a group, students helped to build a crossword puzzle using the academic vocabulary we have been studying.  It was great fun for them, and they enjoyed creating their own quiz.  There is a great free website that lets anyone create a crossword puzzle or word search.  All the creator has to do is put in the word and the clue (definition). It prints out as a puzzle, and also a key. http://www.theteacherscorner.net/printable-worksheets/make-your-own/crossword/crossword-puzzle-maker.php Benefits of project learning are Numerous. It increases motivation, experiential learning which is more powerful, collaboration, communication, real world situations, and learning by mistakes. Learning by mistakes is also a great way to learn.

Resource:

Edutopia. (Executive Producer). (2010). An introduction into project-based learning [Webcast]. The George Lucas Educational Foundation. Retrieved November 22, 2010 from http://www.edutopia.org/project-learning-introduction-video

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

My thoughts on the correlation between Instructional Strategies and the principals of Cognitive Learning Theory.

Cognitive learning theory is about how information is processed by a learner.  Connections must be made between new learning and what the learner already knows. When teaching for understanding, it is important to know that the uses of visuals are very powerful. When studying the strategies of “Cues, Questions, and Advance Organizers” I found that especially with the use of advance organizers, there is a strong correlation to the Cognitive Learning Theory because Advance organizers can come in many different forms, and are intended as a visual tool to organize thoughts and learning. “People can remember visuals better than just text, visual information gets what is called a dual code when stored in memory” (Laureate Education, Inc., 2010)

 “Summarizing and Note taking” are also strategies that I feel correlate strongly to the Cognitive Learning Theory because they are both ways for students to organize new learning in a way that is meaningful to the learner.  While note taking or summarizing, the learner must process and organize information into a way that makes sense to them.  That is what Cognitive Learning is all about.

These strategies are very helpful to me as a teacher in teaching for understanding.  I feel that Questions and Cues should be given to guide learning and assist in building background knowledge. Different styles of Summarizing and Note taking should be taught and modeled to students so that they can actually visualize different ways of organizing information. I feel that visuals should be used in as many teaching situations as possible to address various learning styles, intelligences, and because that is just what the brain needs to make better connections.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author

Marzano Strategies, technology, and correlation to Behaviorism Theory

This week, I am studying two instructional strategies that can be found in, Using Technology with Classroom Instruction that Works, with regards to their relationship to the theory of Behaviorism.  While looking at the strategies of Homework and Practice, an example is given as such, “Well-made software allows teachers to choose which learning objectives the student needs to practice, has sophisticated and seamless multimedia to keep the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept (Pitler, 192).” If feedback is given, whether positive or negative, it correlates to Behaviorism.  Of course, the most effective feedback would be positive.  In other words, if an interactive technology program is used to provide homework practice, and foster perfect practice with results from positive feedback, then the learner will achieve learning the concept. When looking at the strategy of Reinforcing Effort, the integration of technology, and how the two correlate to behaviorism, Pitler gives a great example while discussing the use of part of a school website dedicated to reinforcing effort, and its relationship to achievement,  “Student success stories like these are more meaningful and more relatable than stories of larger-than-life heroes (162).” I feel that the strategy of Reinforcing effort not only correlates with Behaviorism, but is of itself what Behaviorism is all about.
Thank you for visiting my blog!
Cathryn

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