Generating and Testing Hypotheses correlates with Constructivism/Constructionism

I think that the techniques discussed in this weeks resources correlated very well with constructive/ion methods. The data collection was great because the students were able to hypothesize the ph levels of the water sources, and after finding actual values, the students were able to inquire about why some sources of water were more acidic than others. This allows the students to construct from their own experience an understanding of how and why each water source gets acidic. The example using the spreadsheet allowed students to explore the data, and try to adjust variables in the compound interest formula. Doing this allowed the students to learn on their own how each variable effects the outcome. This also allows them to develop an understanding about which variable has a greater effect on the outcome of the formula. Likewise, they have the ability to use other understanding (and conversely develop understanding in other areas) to better understand why those variables have a greater or lesser effect. I think that the use of games and other web based applications correlate well with constructive/ion methods because depending on the applet, the student may be able to explore the topic by adjusting a variable, making a decision, or just plain old trying things out. From these, they are testing out an idea and adjusting their understanding from the outcomes. I remember a computer game that was out when I was in high school. It was called tanks (I think). It was a game where two tanks placed on an arbitrary terrain would take turns shooting at each other. In order to zero in on their opponent, the players would have to adjust their trajectory and the power in the shot. To a kid, it was just a fun game, but from an educators point of view, I see now that I was learning about angles, quadratics, and physics (in a very basic manner of course). I believe that my experience with that game is directly correlated with generating and testing hypotheses and constructivist/constructionist methods. If any of you are wondering, there is an app on the itouch (a friend of mine had it), and yes it is still pretty fun. : )

Week 3 Resources and Their Connections to Cognitive Learning Theories

After reading about cues, questions, and advance organizers, I thought that they directly correlated with a constructivist approach to learning. The cues allow the students to start thinking about the topic before really getting into the material. This allows them the chance to think about what they already know and try to connect it with what is to come. The questions basically do the same thing that cues do, but they are a little more direct than cues. The advance organizers allow students to take the material that they are learning, or about to learn, and connect it to material that they have already learned in an organized fashion. Another neat thing about the organizers is the connections that are made while the students are developing them or going over them. The work involved in creating these organizers make the material more memorable for the students.

What I have learned about virtual field trips was quite interesting. The ability to show students things all over the world while they are still in the classroom is great. I think that the field trips will stimulate more parts of the brain for the children, and it will allow them an experience that some of them may never have the chance to experience. For other students, they may see something interesting in the topic making the information taught more meaningful to them. I think that virtual field trips have a lot of promise in increasing students' learning by increasing the connections made from the experience.

Today's Practices and Behaviorism

After reading chapters 8 and 10 in Using Technology with Classroom Instruction that Works, I noticed that a couple of the strategies mentioned have a great impact on behaviorist methods of teaching (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I think that using web resources for finding online games for students is very helpful in terms of providing ample practice for the students, and behaviorist methods lean heavily on repetition to reinforce students (Pitler et al., 2004, pg 195). I also think using spreadsheets as a method of showing numerous examples of graphs to students follows behaviorist strategies because it allows the student to see what happens when changes are made to an equation (Pitler et al., 2004, pg 191). The changes are like the effect in a cause and effect situation or a result of a certain behavior. The students are able to get a lot of exposure to many problems in a short amount of time. This allows the students to connect to the material quicker and more efficiently. As for reinforcing effort, the section on making an effort rubric and logging their results relates well with behaviorist practices. This is true because the students are able to quickly see the results of their effort. Behaviorism is based on a rewards and punishment system. After logging their effort rubric results from their units, the students are able to determine if their efforts or lack there of result in rewards or punishment. Then the student can make the connection to effort and good grades. I think that these three practices directly correlate with behaviorist principles of learning theory because they focus on repetition and results to help shape students behavioral practices of learning.


References

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