April 1st Weekly Blog

Principles of Constructivist Learning Theory

Constructivism is the process of constructing knowledge through discovery. Learners are able to comprehend a variety of interpretations and to use each in constructing personal knowledge. Children are able to collect unorganized information and create concepts and principles using the information collected.

Constructivist Learning Theories were developed through Jean Piaget and Jerome Bruner’s learning theories. They both stressed that whatever gets into the mind has to be constructed by the individual through knowledge discovery. Piaget believed children go through stages of development by interacting with their environment. When children confront unknowns, it causes disequilibrium then they respond and fit it into their own view and accommodate as necessary. Bruner believed children learn through interaction with the environment. Children will understand and remember concepts they discover during their interaction with the environment.

Roles of Constructivist Learning Theory

Student Learning:

· Students are actively engaged in constructing knowledge individually or socially. Students also take responsibility of their own learning and are motivated to solve authentic real-world problems. Students use the computer to gather the information, test hypothesis, reorganize the information and create a presentation utilizing higher order thinking skill to the new information acquired. Students are using the new information to build on previous knowledge and to apply new information to concepts and principles.

· Students can use Informative Tools to gather information from encyclopedias and other resources on the internet. Students can gather weather information to identify the characteristics of particular weather events. Students can utilize airline schedules to create a virtual field trip. Students can view latest news and compare and contrast news events from the past and present. Students can research a favorite sport and distinguish the importance of sports in other countries and cultures. Students can also describe other cultures of countries. Students can also research other information of interest and gather information to create a product which relays information learned. Students can then use the information to test hypothesis.

Teachers’ responsibilities:

· They serve as a guide, a facilitator and a coach to assist students in learning. They model various strategies to inspire students to utilize these strategies while gathering and manipulating the information gathered.

Pros and Cons of Constructivist Theory

Pros	Cons
Use to create spreadsheets to keep track of data from an experiment.	Use for one–way delivery of information. (Lectures without interaction)
Use word processors “outline” function to create outlines.	Use to just copy information.
Use to edit and revise text.
Use Synchronous and Asynchronous Communicative Tools.	Use for one way lecture.
Use internet and e-mail.	Use without a purpose.
Use multimedia software to share information acquired while researching a topic or solving a problem.	Use in an instructive manner.
Use for collaborative activities.	Use to study content or memorize.
Use for virtual reality trips. (i.e. zoo)	Use instead of real-life experiences.

Computer Uses of Constructivist Learning Theory

Computers are used to support or facilitate a variety of instructional activities.

1. Students discover the relationship between addition and subtraction concepts.

2. Students use a spreadsheet to keep data from an experiment and manipulate data.

3. Students can edit and revise text. Students are able to move blocks of information around.

4. Students can use Synchronous Communicative tools such as chat rooms, electronic whiteboards, or video-conferencing to communicate with others.

5. Students can use Asynchronous Communicative tools such as e-mail and electronic bulletin boards. (An example of this is how we use our group space on blackboard to interact and comment on each others’ work.)

6. Students can use PowerPoint, Hyperstudio or KidPix Studio to share information gathered and learned by creating a document containing text, sound, picture, or video.

7. Students can manipulate the environment. Students can experience the culture of a remote country by taking a trip a zoo in Africa or a Virtual Reality trip of the Solar System.

8. Students can also use as a tutor to support different instructional strategies.

March 25: Weekly Post

I really enjoyed reading Chapter 10 because it is so pertinent with the ELL student population growth we are experiencing in our schools. I agree strongly with the statement in our text which states "Teachers often feel ill equipped to teach students who do not have a command of the English language." I know I have had several ELL students in the past that spoke no English and were just thrust into the world of English. I used the computer to assist these students with phonics and with vocabulary. Thankfully I had other students who spoke the language and they were able to assist me in communicating with these students. However the computer and its multiple programs and links were so valuable to me in assisting these students. I also had software with my textbooks that read the material to these students in Spanish. This was a link which helped the student to continue learning in their language while learning English.
The Technology Integration Strategies was very informative and the Top Ten list on page 314 gives good explanations of the strategies. Our school lends out the hand held Leapfrog computers to our ESL students.
I believe technology has really aided the ELL population and it has certainly been a beneficial component in my classroom.

Picture Perfect Easter

This is a picture of my husband and I after our lovely family Easter dinner. This year I have allowed my children to help cook some of the traditional holidays foods. It has been nice to have them each bring a dish so that I don't have to spend the entire day in the kitchen.











Here is a picture of all of my children. From left Sara (my son's girlfriend), my son John, my daughter Cassie her husband Eric and my grandpuppy Luke.

Weekly Post March 18, 2008

My Personal Comments About the Testing Process

As with many teachers in Alabama we are getting ready to delve into state wide testing. In the education programs at this university and others we learn about what is developmentally appropriate and to teach using the constructivist model. These are two very important parts of my philosophy. However in the real world of public education there are state wide testing with tremendous accountability and high stake results. In the university world we are taught to assess students in a variety of ways and that our assessment drives instruction. These two can and do overlap in the classroom, but the only type of testing the state does is a more formal type of assessment.

I believe these two points are very controversial. At some point I feel I am teaching the test. I have to give test using the testing format three times a year and then I also have to give Thinklink test in reading and math bi-monthly. This is to prepare the students for the state wide testing. These state wide tests are a one time snapshot of the students ability. The way we are taught in the university setting is to observe and assess constantly. We are taught to assess using the summative approach.

I just feel my educational philosophy is being torn into pieces. I believe one thing and try to teach this way and then I have to teach to the test to some degree and this goes against my believes.

Group 4's Definition of Learning

March 12, 2008

Group 4: Definition of Learning

As Maria Montessori said “We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child’s knowing it, to guide his natural activity.”

Our group had a common element throughout each person’s explanations of learning. We all agree learning is not just acquiring skills; it is gaining something from the activity or experience.

The following definition from Wikipedia fits with our definitions of learning. “Learning is acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom. It is the goal of education and the product of experience.” en.wikipedia.org/wiki/Learning

What is learning?

Learning:

· Is the way one acquires knowledge.

· Is an exploration of the environment.

· Incorporates concrete materials that allow a child to explore skills/lessons without realizing the knowledge he is obtaining.

· Allows the child to work independently or within groups to develop projects and /or complete lessons.

· Allows freedom of choice in how a child completes an assignment with appropriate direction from the teacher.

· Allows for mistakes; since mistakes is what everyone learns from.

· Is the ability to communicate to others and to teach it to someone else.

· Is acknowledging misconceptions and then gaining truth.

· Is having (guided or unguided) experiences and then mentally processing those experiences in the form of reflection or application or a new thought or idea.

· Is constructing knowledge through active processes.

· Is applying knowledge and skills through a variety of forms.

According to “Best Practice” Students need to experience these kinds of thinking for themselves with appropriate modeling and facilitation from their teacher and others. When they do, language, thinking, and conceptual understanding are intertwined as students construct ideas, systems, and processes for themselves.

Resources

http://en.wikipedia.org/wiki/Learning

Zemelman, Daniels, and Hyde (2005). Best practice. Portsmouth, NH: Heinemann.

Group Members: Valerie, Michelle, Ashley & Tina

Comments: Definition of Learning

Listed below are the comments from our conversations about the definition of "learning".

My definition:
When I think of the definition of learning I think of how one acquires knowledge. Learning is when one develops the skills acquired from a goal, task or experience.

Example: Students acquire the skill of learning how to multiply a three digit number by a one digit number. Students use the memory from how to multiply and then acquire new skills to multiply using three digits. Students need to do explore and experience this many times before it becomes a part of their memory. This is learning. Tina

Learning has many different definitions. There are many facets to learning. Learning is acquiring knowledge. It is the process that one goes through to acquire knowledge. However the way one acquires knowledge is different with every person. I believe a better definition is one where one is constructing knowledge through active processes. According to "Best Practice" constructivist students need to recreate and reinvent every cognitive system they encounter.I have told my students often that I can not open up your head and pour in the information. I tell them they need to internalize it and make it their own. A child does not do this by sitting and listening to a teacher. They need to experience it, use it, and explain it many times before it becomes a part of them and then they have learned it. So to me learning is very personal and very different with every person. However, as a teacher it is my responsibility to find out how each student acquires knowledge and to assist them in acquiring the knowledge.
I am a true believer in Mazlows' Hierarchy of Needs. If a student is not comfortable in the learning environment then they will not be able to learn. At the beginning of the year I tell the students this is not my class, it is our class. We make the rules together and decide on consequences that fit the crime when they occur. I have at least 14 jobs and they differ each year. It depends on the needs and the expectations of the class. Every child is different and I treat each child this way. I present material in many different ways as to reach each student. The basic definition that I came up with is it is the way one acquires knowledge.

Maslow's.... just caught that when reading over it. :) (from Ashley)

Thanks Ashley! Tina

Tina!

I love the way you mentioned that the classroom is the community and not yours alone. We establish class rules and consequences at the beginning of the year ourselves. These are all student led, and it is amazing the consequences they come up with. Some are more harsh than what we would establish. Eventually a medium is met.

I too work on meeting each chil's learning potential. It is powerful that you take the time and do so in your classroom. We must remembert that the needs of the students must be met for success to occur.

Tina,

Hello! I responded to this last night but I see it didnt post. Something happened and the wireless froze in the house as I was submitting.

I to believe that anyone learns from accomplishing a particular task or goal. I also believe that learning is being allowed to explore your environment and guiding children to be independent learners. It is up to the teacher to add that spark and find what motivates a student. (from Michelle)

Yes, I truly believe this. Our class is our community while we are at school. We spend more time with their child than the parents do during the week, so it is our responsibility to utilize the time spent with them well. I glad you feel that way also.(Tina)

From Michelle:

Do you feel this way? I love watching my students discover a concept that seemed so foreign not to long ago. I witnessed this just this past week when teaching binomials to the 6th graders. As approaching square roots and solving with materials; one of my students saw the correlation and went on to explain how solving square roots relates to division and by using the materials she was able to relate the algebriac formulas.

I love watching children learn. I introduce a subject and I do not plan a lot. I watch the students and am aware of their questions and comments and then we take the steps and plan. Every year if I introduce the same topic the outcome is different. However, I know my students have learned but it was what they needed to learn and how they needed to learn it that makes a difference. Tina

Learning is a multifaceted term that is used in education and throughout the workforce. As individuals we are always learning and growing in work and in life. I personally feel you never quit learning; and there is always something new and exciting to learn.

As Maria Montessori said “We do not believe in the in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.” It is up to us to nurture and guide the child to develop to his/her fullest potential.

Listed below is what I feel are the key points to learning:

1. Learning is exploration of the environment.
2. Learning incorporates concrete materials that allow a child explore skills/lessons without realizing the knowledge he is obtaining.
3. Learning allows the child to work independently or within groups to develop projects and/or complete lessons.
4. Learning allows freedom of choice in how a child completes an assignment with appropriate direction from the teacher.
5. Teachers act as a guide and impart concepts to the student and then allow him to move forward in his studies.
6. Learning allows for mistakes; since mistakes is what everyone learns from.
7. Students grow and develop into independent and responsible citizens within the school and society.

I do not think our title as teacher is as appropriate as a facilitator. We are here to listen and guide students so they can acquire the knowledge they need in their own way.
Your definition is very powerful. Learning can not be explained with a simple definition. It is not easily explained either. Each of your bullets give a different aspect of learning. Learning is the way one obtains knowledge. It is our responsibility as teachers to facilitate, nurture and guide our students in the learning process. The quote from Maria Montessori is very enlightening. Tina


From Ashley:

Hey girls! I most certainly agree that learning occurs when one acquires new knowledge? However, you mentioned exploration, here. Students must use this new knowledge to explore new concepts, right? Is that the same as application? Applying this new knowledge to another concept. For instance, in my classroom my students have trouble applying language mechanics in their own writing but have no trouble recognizing it in isolation in the Language textbook. Here, I don't acknowledge this as NEW LEARNING? Would you?

Don't students need to be exposed to something new at least 7 to 9 times before they acquire it or learn it. According to Best Practice students need to reinvent it. So the answer to your question is it new learning. Well to the student it is new learning. It just takes them a while to make it their own. I don't think they truly learn it until they do apply it, use it. I would acknowledge it as new learning. Tina

Since this assignment was posted, I have labored over a strict definition to give learning. However, what I have found is there is not one specific definition for this powerful word.
First, learning is a process. I completely agree it is the process in which one acquires new knowledge through a variety of tasks. Secondly, learning occurs after communication and application of new knowledge. Learning is not merely learning a new task. Students must be required to take the new knowledge and communicate and apply it in a given situation. For instance, in my classroom students struggle applying language mechanics rules in their own writing but can apply them in isolation in the language textbook. Strange, but it’s true. Finally, I believe teachers must be able to facilitate learning in the classroom. Teachers must make it clear to students that learning is an on-going and life-long process. Teachers must also make it understood that teachers are learners too!

You are so right. There is no way to define it easily.It is a very powerful word. Learning is not merely learning something new, they do need to use it, and apply it to really say they have learned it. Take multiplication facts for instance.Students memorize them but do they really understand them. I work on the process of multiplication until my students are ready to memorize them. I have two students in my class this year that still do not understand what multiplication is and why we need it. So I continue to work on the process with them. Once they understand the purpose then they will be able to memorize them. Tina

From Valerie:

I think this is an excellent question that every educator should ask him/herself. I've been battling with this question for a few days. My initial thoughts were if a student gains something from an activity or experience, they are learning. Then I decided to sit down and take it a step further. I can’t reduce learning to the usual acquiring skills or knowledge. I believe that this is part of what it means to learn, but there is so much more to it. Students must be able to apply their knowledge and skills through a variety of forms. For example, if students’ goal is to learn how to appropriately use commas in a sentence, they need to be able to do so in their writing and understand it in their reading. Students need to be able to communicate their understandings of the world to other students. I believe this is a crucial part of learning. When my students ask me something that I don’t have an answer to, I usual try to figure it out and then communicate it to them. A vast percentage of learning takes place when you teach something to someone else. Learning is collaboration and research. Learning is acknowledging misconceptions and then gaining truth. Learning is immersion in all aspects of the curriculum. Learning is having (guided or unguided) experiences and then mentally processing those experiences in the form of reflection or application of a new thought or idea.

I think we should definitely use this in our definition of learning. It is amazing that students have to use it that many times just to have it embedded in their existing schemes. You know this really reminds me of assimilation and accommodation. You really have to have the experiences in order to adapt or adjust your existing schemes. So does that mean that we are born with schemes or natural ways of dealing with things? What do you girls think?

Good statement assimilation and accommodation. I believe you do need to experience it to adjust or adapt your existing schemes. Some of must be nature. You must be born with some initiative to some learning. Tina

Definition of Learning

You would think that a definition of learning would be easy for a teacher to define. However, our assignment this past week asked us to do just that. Our group really pondered the definition with great thought. As teachers we think learning is what students are suppose to be doing readily. However it is not that easy. Learning takes action and the action a teacher takes to facilitate this process is crucial for a student. I talk to my students daily about this issue. It is my responsibility as the teacher to facilitate the learning but ultimately it is the students who do the learning. (I also am learning daily). I try to get my students to identify how they are learning. I facilitate this through writing journals, learning logs and lots of discussion. As I said at the beginning I thought the assignment was easy but once I thought about it a definition for learning is not easy. This assignment made me think and evaluate my thoughts on this subject.

Chapter 7 & 8 Summary: March 3, 2008

Chapter 7: Introducing the Internet and Other Distance Learning Tools

A quote from the report Fool's Gold: A Critical Look at Computers and Childhood by the Alliance for Childhood states "The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities." Cordes & Miller state that "Technology integration requires commitment to developmentally appropriate education and attention to the full range of children's real low-tech needs- physical, emotional, and social, as well as cognitive" (Cordes & Miller, 2000, p.4). This integrates well with Maslow’s Hierarchy of Needs. This state’s children's needs need to be met on a personal level before learning can take place. Children need to feel safe and secure in the learning environment before learning can take place and they also need to have developmentally appropriate activities for learning to take place. It also means teachers need to use technology that is appropriate for the development of each student.

The definition of distance learning is the “acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance." There are many varieties of distance learning techniques. Many of these techniques have been around for a long time. The integrations of technology through distance learning have made significant changes in the world of delivering instruction. However, I think it is very important for teachers to remember the development of the student before using distance learning techniques. These techniques range from abstract to the least abstract in activities.

I teach third grade and some of these tools such as videos and television broadcast are ideal for this age group. Other activities such as student research, online classroom materials and web-based lessons can be used effectively with plenty of student and teacher interaction. I also believe in the constructivist model that students need to construct their own knowledge. So throughout the learning activities the teacher needs to use caution while planning and implementing the activity. The teacher needs to facilitate and observe students and anticipate their needs as the learning activity continues.

Distance learning is a wonderful component if it is used appropriately and wisely while meeting the needs of individual students.

Chapter 8: Integrating the Internet into the Curriculum

The assignment Dr. Wang gave us about technology affordances really made me think about using technology that is beneficial for my students. So when I start a project now I ask myself can this be done just as effectively without technology or is technology a must in this project?

The technology available is phenomenal. The teacher needs to research and plan while this can be time consuming it is essential to create a positive impact on students’ learning. As a third grade teacher many of these activities need to be modeled and practiced before the student can effectively utilize these independently. However I believe some of these methods can be used in very concrete ways for my students. I have used Electronic field trips often as a part of exploring places students have never been. Students can visually see using electronic field trips. One I have used in the past is to take a tour of the White House. The tour was very student friendly and engaging. Electronic pen pals are also another activity I have incorporated into a variety of lessons. There are many new ones that interest me and I will explore them in more depth to be able to utilize them into future projects.

One component I am very interested in is using Webquests. We have a few teachers that use these. I would like to learn how to implement these into lessons. The information in this chapter is very practical and informative. I really like the rubric. I am a whole to part learner and it helps me to see the end product or the whole and then I am able to break it apart to understand. The rubric is the whole broken into parts.

This chapter has been very informative. It is also one that I will use in the future. It has so much information and activities and assessments that are very appropriate. As I incorporate more technology into my lessons I will continue to remember if they are appropriate and beneficial for my students.

Lesson Plan Critique Comments:

Comments to Valerie:
Valerie,
Your critique was very good. Aesthetically it looked great. I really liked the way you used the color font when answering the questions. I liked your question and answer technique. I could read the question and then understand the answer.
The body of the paper was also very good. Your references were very appropriate. You supported your convictions about the teacher not using technology effectively by referring to the ISTE table identified essential conditions and using it to its full potential.
Here are a few suggestions. How could you use differentiated instruction in the lesson? How would you accommodate other students, such as the ones who could not navigate the internet them self? Maybe you could find some activities on the internet using the weather theme. When you referred to page numbers are you referring to our textbook?
Make sure you add you references and put them in APA style. Tina

Thank you so much for your comments and suggestions. I will update and let you know!

Comments to and from Michelle:
Thank you so much for your comments and suggestions. I will update and let you know!

Hi everyone. Would you please proof mine. I am having trouble with the reference page. Am I suppose to single space the reference when it takes up two lines? I am unable to do this. Help. I took into considerations your comments and used them. Thanks for your assistance. It is greatly appreciated. Tina

Tina,

IN my notes it said we are to have 3 references. I have left my paper in written format instead of Q and A format. I will look at your paper in a little while. I just copied and pasted my lesson plan at the end of my paper. I hope this is correct.

Good luck with comps. My prayers are with you this week.

Chelle

Tina,

Sorry it took so long, but your attachment did not want to open on my computer at home. The others did and I finall got yours to open. Nice lesson overall. The use of Smartborrds is sound for introducing the lesson. Allowing the students to explore various points of interest from an aerial view on the computer is a great way to evaluate. The idea of collecting map from city hall is wonderful because it gives students two views of the maps. They can also compare the differences between the maps and the technology of today. Especially if som e of the maps are older and of the same building.

The evaluation process seems good but vague on the rubric aspect. Would this evaluation be conducted as the students are using the internet and by the amount of questions they ask the teacher for and/assistance. Will you print the stories and how will they be graded?

Overall a wonderful lesson. Dont forget your quotes and references.

Are you still leaving yours in a Q & A format. I am a little confused and thought a critique was a written paper.

I think I am going to because Dr. Wang said we could do it either way. I think it is easier to follow this way. Thanks for the critique. I know it was not very good towards the end. I have been bogged down with lots to do and trying to study for comps. next Friday. Tina

Thanks for the comments. The assessment in this lesson plan was very weak. There were no assessments for the technology. The only assessment this plan had was to assess the writing aspect of the lesson. I added that the students could write it in Microsoft word. I also stated I would add a rubric to assess it. I would also create a rubric to assess how they accessed the web site and found other famous places to look at. I would use a checklist while they were accessing the web site and how they used e-mail to send it to other classes/ or people.
The answer to your other question about if I would run of the copies of the stories is a good question. I did not think of that. I would run them and students could illustrate them and then we could create a class book. Tina


Comments to and from Ashley:

---

Tina,
This lesson is really neat! Our REACH teacher(gifted program) at our school uses aerial maps in her accelerated classroom. She teaches with Google Earth alot. These gifted students love it. I know she lets the students search for their homes, places of interest, etc. These students are third-fifth grade. I noticed you said you would use it in your third grade classroom? However, at the top of the plan, it said it could be adapted for K-5. I am a little uncertain how this lesson, using Microsoft word, aerial maps, and e-mail could be adapted for K-1.

Most lessons can be adapted to any age level. The teacher would definitely need to use the whole group approach. She could use the smart board. Students can still use the wand and view close ups or drag items. I do not know what it is called but we have the capability in the computer lab to control the other computers from one computer. The teacher could pull up the link and guide students through the process using her computer. Good questions and thoughts. Thanks.Tina

---

Comments to and from Ashley:
Hey guys! I am sorry. I got my days confused, but here is my lesson plan critique! I got this lesson from ALEX. It is a Social Studies lesson. It integrates the internet and powerpoint!

Good review. I am not sure what and how she wants it either. She wants a reference page in APA format so it seems like she wants it more formal but who knows.

This is a good lesson. You did a great job presenting the information. Good questions and answering format. At first I thought the objective was very broad , but after reading it again it is doable. There are a lot of standards. These could lead into mini lessons. How would you do this project in your class? How would you make it more appropriate for individuals and how would you use differentiated instruction for those individuals besides just working with others? What types of things would you do to check on progress or lack of progress of the project. What other subjects could you integrate into the lesson? (ie. language arts)Don't forget to use three references and incorporate them into you critique. Very good!!! Tina