Constructivism in Practice

When students generate and test hypotheses, they are engaging in complex mental process, applying content knowledge like faces and vocabulary, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This correlates very well with the principles of constructivist/constructionist. A theory of learning that states people learn best when they build an external artifact or something they can share with others. They require students to be active and engaged.

Spreadsheet Software, Data Collection Tools and Web Resources are all types of technology that can play a role in generating and testing hypotheses. Hubbell, Kuhn, & Malenoski (2007) state, “when teachers vary the processes in their classrooms, they are following the classroom recommendation that their students be engaged in different types of hypothesis generation. These tools are a type of constructionism as the students use these tools to create artifacts in order to resolve disequilibration (Orey, 2009).

Spreadsheets and Data collection tools are types of technology that are to advance for my first grade students. However, they can use web resources with teacher assistance. Simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

In conclusion, I think that generating and testing hypotheses with technology is to advanced for my students. Constructionism is present in my classroom, but not in this way. Projects, websites, drawings, group work is my way of getting my students engaged!

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Cognitivism in Practice

Cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored and is finally used (Lever-Duffy, McDonald, 2008). As a teacher, it is my responsibility to enter that information through the senses so that it reaches the long term memory and can be recalled at a later time. Although, I understand that some information will be memorized for the test and put into short term memory. My goal is to help students store the information in their long term memory, so it isn’t forgotten later in life.

One way that I can do this is by using cues, questions and advance organizers. According to Pitler, Hubbell, Kuhn, & Malenoski (2007), these instructional strategies focus on enhancing students’ ability to retrieve, use, and organize information on one topic. I often use cues and questions during my reading recovery lessons to help my students retrieve information. “ get your mouth ready”, “ what could you try”, “ does that make sense” are all cues/questions that are used in my lessons. Advance Organizers can be used with some of my upper grade level groups. Advance Organizers are structures that teachers provide to students before a learning activity (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Our first grade classrooms were learning about penguins this winter. An Advance Organizer, such as Inspiration, before learning about them would have helped the students make sense of the content.

Another way to achieve my goal is by summarizing and note taking. This instructional strategy focuses on enhancing students’ abilities to synthesize information and distill it into a concise new form. Note taking is not necessary and seems difficult for first grade students. However, I have asked my students to take “first grade” notes in the past. However, their notes consist of three words – or sentences towards the end of the year. Using Inspiration would encourage the students to take more or better notes. My students always enjoy any chance they have at using technology.

The instructional strategies, using technology, which I learned about this week, will definitely correlate with the principles of cognitive learning theory. As Ore (2009) states, “Images are very powerful tools to use in the classroom”.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Technology makes it easier for students and teacher to track the effects and facilitates more immediate feedback (Hubble, Kuhn, Malenoski, & Pitler, 2007). I create my own spreadsheets for my Reading Recovery students. They are called progress monitoring forms. This is a way for me and my principal to track our struggling (tier 3) students. These spreadsheets can be based on reading levels or fluency levels for the first grade. However, the students are not allowed to see them (unfortunately). Our school prefers to keep students’ reading levels a “secret” from parents and students. I do not completely agree with this and it is not behaviorism. According to Leffer-Duffy & McDonald (2008), “those who see learning from a behaviorist perspective, view all behavior as a response to external stimuli”. The external stimuli in this situation would be the progress monitoring forms or the effort/achievement sheets. This would give students’ the opportunity to see their progress and create goals with me.

My students take home a reading bag each night, as homework. They are to read a familiar book to their parents and the parents sign a sheet. Having students practice a skill or concept enhances their ability to reach the expected level of proficiency (Hubble, Kuhn, Malenoski, & Pitler, 2007). I send home familiar books because I know that the students know how to read the books well. My goal is to have students read these books to their parents and gain confidence. The positive comments they receive from their parents and the rewards they receive for completing their homework are both types of behaviorism. I know that technology would help to better facilitate homework and practice (Drill and Practice). However, only 15% of my students have a computer in their home.

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.