Constructivism learning theories state that "each individual actively constructs his/her own meaning" and that "people learn best when they build an external artifact or something they can share with others." (Laureate Education 2008). Students construct meaning as they assimilate or accomodate new data. Students develop schemas, or beliefs and understandings as they learn. Constructivism is the idea that students develop these beliefs and understandings through the process of constructing something tangible. This could be a word processing document, a three dimensional model, a picture, or a project. Students retain more as they share these artifacts with one another. 

Using the idea of constructivism, students can focus on 21st century skills of communication, presentation, organization, self-assessment, and leadership when engaged in the building of artifacts. By implementing the ideas of constructivism, teachers can give students more freedom in choosing projects of interest to them and allowing students to use tools and technology that fit their particular learning styles and needs.

In the classroom, students can problem solve, investigate, invent, inquire, and make decisions. (Pitler 2007). Technology helps students with these processes by providing necessary tools. Instructional strategies play a major role as well. For example, teachers need to address these areas when preparing lessons for students. Rather than doling out information for memorization, teachers need to decide what the overarching goals are for their students, and then supply the tools and resources needed to allow students generate and test their own hypothesis. Teachers become the facilitators rather than the providers of information. In this way, students can explore their own ideas and take ownership of their learning.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. 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

There are many strategies that can be used in the classroom that relate to cognitive learning theories, or support them. To begin with, concept mapping tools can replicate the network model of memory. Things move from short term to long term memory when a student can connect the new information to something that exists in their current memory. The more connections they make, the more pathways they have to retrieve that new memory. Using a concept map allows students to visually see connections between pieces of information. This helps learners visualize ideas and the connections between ideas. (Laureate Education 2009)

Another concept that is important in cognitive learning theory is the idea of dual coding. Dual coding says that people store images and remember them along with text. When the two are used together, they make a more powerful memory. (Laureate Education 2009). Therefore, when a concept map or any type of graphic organizer is being used, students can visualize information and read it. This helps imprint the information.

Using cues or questions helps students link information to their prior knowledge or background. This again provides a connection to help information enter long term memory (Pitler 2007). To begin a lesson, a teacher can ask an essential question. "Asking students to use background knowledge to answer essential questions aligns with research showing that higher-order questions produce deeper learning." (Pitler 2007).

Finally, teachers can use reciprocal teaching to help students understand information. By having students teach one another, it is easy to see what learning has taken place. It also forces a student to tap into higher levels of thinking to be able to thoroughly explain something to someone else.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. 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

Behaviorist learning theories influence some instructional strategies in the classroom. Behaviorist theory states that "all behavior is learned habits" and "all behaviors can also be unlearned" (Standridge 2008).  This theory believes that teachers need to reward desired responses for learning to take place. Behaviors that are rewarded will be repeated. 

With that in mind, several instructional strategies can be related to behaviorism. First of all, students can be shown the effect of their own efforts in the classroom. As teachers, we want students to demonstrate effort; therefore, we need to reinforce effort. To do this, we can have students track the effort they put into assignments, and then look at their corresponding scores. We can comment positively when their effort results in desired outcomes. When there is a lack of effort and students are not as successful as we would like, we can withhold positive feedback. Instead, students receive negative feedback, such as a poor grade. (Pitler 2007).

A second instructional strategy that relates to behaviorism is homework. Homework gives students additional practice with data, and allows teachers to provide additional feedback. This feedback can help students make improvements within the classroom. Not all homework is the same, however. Traditionally, teachers will grade homework and write comments on it to encourage students and elicit the response desired. With modern technology, though, homework can include multi-media projects and assignments that may provide immediate feedback to encourage students. (Pitler 2007).

Programmed instruction, such as websites and power point games, present small amounts of information, asks questions, and then allows students to receive answers. (Laureate Education 2009). Receiving immediate feedback encourages students to continue working with effort. 

There are many ways behaviorism is still at work within classrooms. Behavior management and instructional strategies are influenced by behaviorism. 

References:

Laureate Education, Inc. (Executive Producer). (2009). Program four. Behaviorist Learning Theory [Motion picture]. 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

Smith, M. K. (1999) 'The behaviourist orientation to learning',the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm, Last update: May 11, 2009