Constructivist Learning Theory, Teaching, and Learning

Patti Saraniero states, “Constructivist learning theory is built on the work of psychologist Jean Piaget, who believed that children build their own meanings through play and their experiences” (Saraniero, n.d.). People learn best when they build their own artifact or something they can share with others (Lareate Education, 2015e). The relationship between these theories, instructional strategies, and technology tools is that the learning is structured with strategies and the tools to support the experiences. The classroom environment should be learner-centered where knowledge and the creation of knowledge is interactive, tasks should be authentic, learning is relevant & meaningful, and learners questions are valued (Teacher toolbox).

Here are a list of some instructional strategies;

• Create real world environments that employ the context in which learning is relevant (Brooks and Brooks, 1999)
• Focus on realistic approaches to solving real-world problems;
• The instructor is a coach and analyzer of the strategies used to solve these problems;
• Scaffolding learners activities;
• Stress conceptual interrelatedness, providing multiple representations or perspectives on the content;
• Require students to apply, use, or process the information;
• Use group work (collaboration) requiring students to discuss the material, so that peer checking and teaching takes place.
• Instructional goals and objectives should be negotiated and not imposed; (Martin-Stanley & Martin-Stanley, 2007)
• Assessment and Evaluation take many forms. It should serve as a self-analysis tool in which learners self reflect about the learning experience (Saraniero, n.d.).

Another strategy is to use project-based learning to support constructivist learning. Great teachers will foster ways to give students a relevant reason to learn skills and then let them show they have learned the skills by what they could do, which could include an artifact or project (Johnson, 2013). This is a primary focus of my assignments in my art classroom. Problem solving also helps learners gain a clearer understanding of lesson concepts (Pitler, Hubbell, & Kuhn, 2012).

Technology helps to support these strategies and to foster the learning experiences. Technology offers flexibility and adaptability, learners of constructivist theories have altered and been empowered through the use of technology (Ford & Lott, n.d.).  Some examples of technology to support the constructivist theory include; 

• Graphic organizers to help students with scaffolding to attain higher levels of understanding (2012).
• Video-based scenarios to pose problems and help/support student problem solving.
• Simulations to allow for exploration and to test hypotheses.
• Multimedia products to illustrate and report learning
• Internet research
• Instructional games

The strategies I use currently would include collaboration, allowing students to work together and problem solve, create learner-centered environment where I am a facilitator, and create authentic, relevant tasks that are meaningful. Some of the technology I use on a daily basis would include; graphic organizing apps such as Explain Everything to help students to create and share projects, Adobe Photoshop to edit, NearPod as a formative assessment tool, and manipulate images, Google Docs to create student portfolios. In relationship to the ISTE Standards as a teacher, I design and develop digital age learning experiences and assessments  and model this digital learning along with the students (ISTE, 2008). The ISTE Standards that I address in regards to the students would include;

• Standards 1: creativity & innovation, 
• Standards 2: communication & collaboration
• Standards 3: research & information fluency
• Standards 4: critical thinking, problem solving, and decision making (ISTE, 2016).

Applications that I found in my research for this module could include incorporating these strategies. I use scaffolding with my drawing units as we build upon previous skills from project to project and even class to class allowing student to make relevant connections to why we did what we did. Other applications that I found are giving multiple prospectives on the content of the lesson to meet the needs of diverse learners. How I might go about integrate these sources into my GH would be allowing the students to problem solve with the support of the technology. An example of this might be in the construction of something in one of my sculpture classes. At times there is no one right way to build something. Through research and even trial and error my students will be constructing an understanding of different ways to go about this “construction” through their experiences. 

Edward Jadallah states, “Constructivist teaching and learning involve students in experiences in which they construct conceptual understanding through process of exploring, analyzing, and evaluating factual examples” (Jadallh, 2000).

Brooks, M. & Brooks, J. G. (1999). Retrieved from: http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx

Teachers toolbox. Retrieved from: http://www.teacherstoolbox.co.uk/Constructivist_Teaching_Strategies.htm

Ford, K. & Lott, L. (n.d.). Retrieved from: https://sites.google.com/a/boisestate.edu/edtechtheories/the-impact-of-technology-on-constructivist-pedagogies-1

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Jadallah, E. (2000). Constructive Learning Experiences for Social Studies Education. Retrieved from: http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=223bd821-b148-4947-8a6f-fca9f4b8f489%40sessionmgr4008&vid=6&hid=4210

Johnson, B. (2013). Great Teachers Don’t Teach. Retrieved from: https://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson

Martin-Stanley, B. & Martin-Stanley, C. (2007). Constructivism and Technology: Strategies for Increasing Student Learning Outcomes. Retrieved from: http://www.nssa.us/journals/2007-29-1/2007-29-1-15.htm

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Saraniero, P. (n.d.) Constructivism: Actively Building Arts Education

A brief introduction to constructivism and how arts educators can utilize it effectively. Retrieved from: https://artsedge.kennedy-center.org/educators/how-to/from-theory-to-practice/constructivism

Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

The relationship between behaviorism, instructional strategies and technology tools is the reinforcement of positive behavior and the encouragement of effort. Pitler, Hubbell, & Kuhn state, “The instructional strategy of reinforcing effort enhances student understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, & Kuhn, 2015. p. 57). Behaviorist emphasis changes in behavior that results from an action, good or bad, and a consequence, positive or negative (Standridge, 2017). By reinforcing appropriate behavior through praise and practice students learn and achieve more. The use of technology is very helpful and helps to support student learning in several ways. Examples of these include; 

• Data collection to monitor effort (Pitler, Hubbell, & Kuhn, 2015. p.58-62) through such apps as ClassDojo (Mims, 2013). 
• Providing recognition to a wider audience then just the classroom utilizing blogs and such websites as Flickr (Pitler, Hubbell, & Kuhn, 2015. p.68)
• Utilizing communication and Collaboration software such as podcasts, texting, and emails (Pitler, Hubbell, & Kuhn, 2015. p.70)
• Instructional Interactive's such as Kahoot and other educational games. 
• Through homework which allows for practice by students at their own time and pace as well as collaboration with other students. Some of these include internet-based lectures and exercises as homework, with an example of this being the Khan Academy, these environment of the classroom also creates attributes of a flipped classroom (Johnson, 2015)

These tools should provide appropriate praise and encouragement, be flexible, an understanding that educational goals are the starting point and that technology is there to help with those goals, authentic feedback and open-ended (Moorehead, 2014). 

Another great example of using technology to support student learning comes from Mr Ekuban, a lead teacher who manages freshman orientation. My Ekuban uses data collection tools, in this case a rubric, to collect anonymous effort data and stories from successful upper classmen from his school’s National Honor Society. He than shares this data with the freshman during the orientation to show them ways that they too can succeed and overcome difficulties with a good attitude and effort (Pitler, Hubbell, & Kuhn, 2015. p.62).

As a teacher I believe that it is important to reinforce positive behavior and encourage effort. I try to recognize student’s actions and effort through positive and sincere praise, praise that promotes self-determination and can actually influence intrinsic motivation ((Pitler, Hubbell, & Kuhn, 2015. p.63). In my art classroom, I praise students based on their work, how they may have solved a problem that they encountered, and even how well they took care of their materials. Some technology tools that I do and plan to use would include Nearpod, which I use to check for understanding and allows for me to give real-time and authentic feedback to a student. ClassDojo is another app that I have chosen to utilize to check for effort and keep track of the students to make sure they are on task (Mims, 2013). These tools support the ISTE Standards for Teachers, more specially standard 2.) Designing and development of digital age learning experiences and assessment by collecting data to show student’s effort (ISTE, 2008). Utilizing Nearpod, the ISTE Standards for students are being supported. These include standard 2.) communication and collaboration and standard 4.) critical thinking, problem solving and decision making. (ISTE, 2016).

I feel that I gained a better understanding of behaviorism and how teaching strategies can bring out the best of students if it is appropriate and authentic praise and encouragement of positive behavior and effort. I see the importance of collecting data so see and share students good deeds and efforts to share not only with them but to a wider audience. Ways that I feel that I can integrate aspects of this research into my Genius Hour activity would include to importance of effort. The Genius Hour is a big undertaking and students must understand that they must stay the course and that their effort, if true, will allow them to be successful. I see that I can utilize ClassDojo to track and encourage appropriate behavior and effort with the students as they undertake the GH application. We would work together to establish what is appropriate behavior and what good effort should look like. I will use NearPod to communicate with the students to gage how they are doing. These tools provide real-time communication and collaboration between students and the teacher (ISTE, 2016). 

Resources:

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Johnson, K. (2015). Behavioral Education in the 21st Century. Journal Of Organizational    Behavior Management, 35(1/2), 135-150. doi:10.1080/01608061.2015.1036152

Laureate Education (Producer). (2015a). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Mims, L. (2013). Classroom Behavior? There’s an App for That. Retrieved from: https://www.edutopia.org/blog/classroom-behavior-classdojo-app-lisa-mims

Moorhead, L. (2014, September 3). There’s no app for good teaching. Retrieved from http://ideas.ted.com/theres-no-app-for-good-teaching/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Standridge, M. Behaviorism. Department of Educational Psychology and Instructional Technology, University of Georgia. (2017). Retrieved from: http://epltt.coe.uga.edu/index.php?title=Behaviorism