Instructional Strategies and Constructivism in Practice

Problem-based inquiry is an effort to challenge students to address real world problems and resolve realistic dilemmas (Orey, 2001). An instructional strategy described in the resources was to how to use data collection tools to enhance learning and allow students to see the bigger picture while recognizing patterns. This strategy was detailed in a scenario where a teacher presented a problem to the students in science class which was a rumor that their community was getting acid rainfall. Such problems create opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in authentic settings (Orey, 2001). The students researched what “acid rain” is and then what constitutes “clean” rain. Based on the facts they came up with, the students decided to find out if their rain is more acidic than normal and focus on what this might mean for their local environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students make predictions, use digital data probes to check various water sources, and then collect data. The fantastic part of the lesson is when the students use a data collection tool to rapidly gather and graph their data. The data collection tool allows Mrs. Schwartz’s class to gather and graph data quickly and accurately, leaving more time for analysis and inquiry (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

A site called By Kids for Kids is a website that suggest wonderful ideas on inventing and creating projects. This site offers multiples choices of projects and tips on what format students may use to present their projects. This site really encourages project-based learning where projects focus on the creation of a product or performance, and generally call upon learners to choose and organize their activities, conduct research, and synthesize information (Orey, 2001). This type of learning gives students the chance to engage in self-directed learning. It also helps learners to connect with what they are learning and make it their own. Invention Web Resources is another useful site. This site is a vast collection of invention resources including WebQuests and various historical links about inventions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This site offers various projects for student to get involved with, but also looks at the aspects of projects serving as inventions. The site provides a surplus of information on various inventors and inventions. This type of source can serve as motivation for student to embark on the project-based learning journey! Once they get started, there is great motivation from engaging with project-based learning. Learners build their projects to suit their own interests and abilities. These kinds of activities are highly motivating for learners (Orey, 2001).

Works Cited

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Virtual Field Trip Concept Map

Check out the concept map I made below. Don't be afraid to click and drag on it to view the full map. I created it using bubbl.us. This concept map will help students to organize their thoughts while on a virtual field trip regarding economics...

Integrating multiple senses in presentations improves learning (Laureate Education, 2009). The components of cognitive learning are based on four concepts about information processing, which are…

1. Limited short term memory
2. Elaboration
3. Dual coding hypothesis
4. Network model of memory

The concept of limited short term memory is the fact that short term memory can only process 7 +/- 2 pieces of information at one time. There’s a limit to how much information a learner can learn at 1 time (Laureate Education, 2009). By utilizing word processing programs to create advance organizers, students make sense of the content they learn. To incorporate this concept into the classroom, a teacher might simply create a two column note-taking template as a table in Word and at the start of the lesson put the key vocabulary and concepts on the left side of the chart. As the lesson progresses, the students can gradually fill in this skeleton with explanatory text, web links, and pictures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I would even go so far as utilizing a wiki with each student’s name on a page and have them paste the note-taking template and their own notes to the wiki. Then as a class, you could view various notes and create a class advance organizer.

The elaboration theory of cognitive learning implies that teachers must try to make as many connections to information to be learned. It builds numerous connections to stored information (Laureate Education, 2009). This can be done well with concept mapping. Kidspiration and Inspiration is one of the best concept mapping tools that integrate technology. You can present a learning goal to students and as the lesson progresses the teacher and students present cues and questions that assist students with joining the content to their prior knowledge, therefore making connections. With these programs students can add pictures and wording that expand and connect to essential skills and high-order thinking. In addition, concept mapping basically allows you to graphically explain the networking model of cognitive learning (Laureate Education, 2009). This implies that our mind has the ability to know how to get to information through connections that have been learned through academic experiences.

Do you ever read a word that automatically produces a picture or sensory input? My most favorite component of the cognitive learning is Palvio’s Dual Coding of Hypothesis. This theory suggests that people can remember images more readily than text. I find this to be quite true for myself in certain aspects. In elementary school, I was taught my numbers with a system of dots. I still see those dots every time I see a number. My mind has made a connection to that visual image of dots and my reading the specific number that correlates. Images are really powerful tools to use in the classroom (Laureate Education, 2009). By using podcasts, video streaming, and multi-media, teachers and students can connect various images to the concepts they are learning.

Along with all of these concepts lies the component of quality teaching that I believe is the hardest to implement as a teacher, the most rewarding for the student, and the less likely to be used consistently in the classroom environment.
Experiential learning is a cyclical process that capitalizes on the experiences for acquisition of knowledge (Orey, 2001). So many teachers are at a loss for implementing this type of learning as there is not always time or the expenses of creating these experiences are too high. Now, with technology so readily available in schools, virtual field trips, video conferencing, and the web can take students anywhere they want to go. These types of experiences create memories for students to construct meaning and understanding.

Works Cited

Laureate Education. (2009). Cognitive Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire (Standridge, 2002). This is why the instructional strategy of reinforcing effort works well in the classroom environment. 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, Hubbell, Kuhn, & Malenoski, 2007). To teach this method of reinforcing effort, teachers must stress the importance of effort by having students track their effort and achievement. This can be done easily using spreadsheet software and data collection tools. A powerful way to convince students that effort is truly tied to achievement is to show them data (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Student success stories made apparent from online survey data can also be shared with students and serve as positive reinforcement. In addition to using applications of educational technology where data is created with software, educators can also collect, share, and post stories and examples of student achievements on a website instead of, or in addition to, bulletin boards. This type of recognition of effort and success evokes emotion which is a catalyst for learning (Laureate Education, 2008).

The behaviorist learning theory also suggests that, as with all teaching methods, success depends on each student's stimulus and response, and on associations made by each learner (Standridge, 2002). The prospect of allowing students to check out computers just as they check out books would be a great opportunity to those who do not have access to computers at home. If all students have access to computers, using and creating multimedia such as educational games and interactive simulations, as part of homework, seems so exciting to me as a teacher. Can you imagine how much stduents would enjoy this type of homework? This would provide opportunities for students to utilize more ways to practice and reinforce what they learn. The more times and ways you practice, the stronger the synapse and memory (Laureate Education, Inc., 2008). Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Works Cited:

Laureate Education. (2008). Brain Research and Learning. Baltimore, MD.

Laureate Education, Inc. (2008). Understanding the Brain. Baltimore, MD.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Standridge, M. (2002). Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2009, from Behaviorism. In M. Orey (Ed.): http://projects.coe.uga.edu/epltt/