Constructionism in the Classroom

This week I explored generating and testing hypothesis within all content areas as it relates to constructionism.  Although many of the resources were geared towards older students than my kindergarteners I am able to find the value in the methodology.  Pitler, Hubbell, and Kuhn describe six tasks teachers should use to help students create and test hypotheses (2007). 

Here are the tasks along with examples of how I could use it in my classroom.

Tasks:	Example:
System Analysis	Learning about the life cycle of a pumpkin
Problem Solving	What would happen if a pumpkin fell in the water?
Historical Investigation	Why do people carve pumpkins?
Invention	Create something to make a pumpkin sink
Experimental Inquiry	Will the pumpkin sink or float?
Decision Making	How will we know?

By creating this entire problem based unit on pumpkins students would be actively engaged in creating their own individual meaning (constructivism) about pumpkins in a meaningful way.  I would extend this project to a constructionist approach by allowing students to create digital stories to share their findings.  The focus of constructionism is an actively engaged learner creating an artifact representing their learning (Laureate Education, 2011). 

To find out more about constructivism watch this video on youtube: http://www.youtube.com/watch?v=bGcXj5Kma6E&feature=related

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cognitive Tools....

This week I have explored tools that fit under the cognitive theory of learning. Cognitive tools allow students to learn in a more meaningful manner by causing students to actually think about information instead of simply regurgitating it for a test (Orey, 2001). 

Check out this catchy song to help with your understanding of cognitive learning http://www.youtube.com/watch?v=v8mo2CLSKJ8

One particular tool that is very advantageous in kindergarten is advanced organizers.  We created a concept map in Inspiration.  This concept map allowed students to organize thoughts on the life of the Pilgrims. 

One tool from the resources that I plan to implement more in my classroom is virtual field trips.  From a practical standpoint these are advantageous because our district is no longer financially able to provide field trips for our students.  As a teacher of kindergarten students this is very disappointing because students are able to gain so much more understanding of a topic by actually experiencing it and making connections to prior knowledge (Laureate, 2011).  Virtual field trips allow students to experience places and concepts that were impossible in the past.


This week our class took a tour of the Pilgrim Village and learning about the first Thanksgiving.  You can take this virtual field trip by going to Scholastic-Thanksgiving.  Imagining life so long ago is very difficult for a 5 year old, this field trip helped make it real. The students were so excited to go on a field trip, even if it was only a virtual one!





 

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Behaviorism!

This week I was able to explore two instructional strategies, reinforcing effort and homework practice.  Positive reinforcement and reinforcing effort is vital in kindergarten.  Smith points out that positive reinforcement is key if you are attempting to control behavior (1999).  Teachers have control of the environment and in turn can have control of the behaviors in the classroom.  I find this to be glaringly true in a kindergarten classroom.  Kindergarten students are eager to please.  Many times all that is needed is a positive comment or a smile to reinforce the behavior you are seeking.  The wonderful thing about kindergarten is that not only do you affect the specific child who you are responding to, but the entire class wants the same reward as the original child, even if it is simply a smile!  Everyone in the class wants to use punctuation after Johnny received a thumbs-up for using a period.  Could there be a greater grade to teach?

As well as creating positive behaviors, reinforcement can create positive learning experiences.  Effort is one of the most influential factors in achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In kindergarten we are constantly discussing what our “best” work and behavior looks like.  We emphasize the process and the amount of effort a task took more importantly than the finished product.  I feel that my job is to be their biggest cheerleader in the classroom.  Eventually, the students themselves catch on to this and are found encouraging each other and praising their classmates. In kindergarten we create spreadsheets of student growth and are able to share these with students and parents.  Even if kindergarten students are not yet capable of understanding the charts and graphs they are excited to show “what they learned” and how much they now know. 

Watch this YouTube video to see an example of positive reinforcement in action. http://www.youtube.com/watch?v=AK32448CgKE&feature=related

Homework in kindergarten is not as prevalent as in other grades.  Pitler et al explain that parents should not be heavily involved in homework (2007).  Since the typical kindergartener would have difficulty reading and following directions we keep homework to a minimum.  The homework we give in kindergarten is many times an opportunity for students to show their skills to their parents.  We send home a weekly poetry notebook which is learned in class and simply presented to the parents at home.  Parents sign the notebook and are able to leave a comment for their child.  Most of the students love this chance to read to their parents. 

We use web resources in the classroom and as activities parents can do with their children.  I send home sites that focus on the skill we are currently working on.  I have found that parents appreciate the guidance in finding sites for their children. 

Behaviorism is most definitely alive and well in the kindergarten classroom.  When used appropriately it can be very effective.  Of course, like most good things, it can be over used.  Not all activities can have rewards for simply doing what is expected.  Teachers must find that fine line between overuse and behavioral harmony.

Check out this about behaviorism in education for more information.  http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Stanbridge, M. (2008, February 5). Behaviorism. Retrieved from Emerging perspectives on learning,   teaching, and technology website: http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Story Kit

Story Kit is the app that I have been using to create stories with my kindergarteners. 
              I love it because:
                   -It is simple....not a lot of buttons,which is good for K!
                   -You can type text and record your voice, great for reaching all students in my class!
                   -You can insert pictures from your iPad or take a picture right then.  My students love this feature. 
                  -There is a drawing feature that allows students to add their own illustration.
                  -The app comes with some stories already saved (3 Little Pigs for example).  Students can then go and change the text and/or story.  I haven't used this feature yet but later in the year we will do this whole group. 
                  -  IT IS FREE!

Click here to see an example of a story some students in my class created.  Click on the 'speaker' to hear their voices.  (I do not like the look of the book on the web through the link.  The story is much more authentic when viewed on the iPad.)

End of Course Reflection

    As I look back on this course I feel fortunate for the opportunities and technologies I was able to discover in the past seven weeks.  Most importantly, I was able to collaborate with other professionals who are excited about technology, willing to share their ideas, and interested trying new technology.  I appreciate the fact that during the span of this course we were actually able to utilize blogs, wikis, and podcasts in a more "trial and error" way than simply reading about them in a chapter of a text book. 

At the beginning of the course I rated myself low on utlizing collaboriate of students working towards a common goal.  Sometimes in kindergarten we shy away from these activities because it gives too much freedom to students who are still learning rules and procedures.  This course has reminded me of the importance and even shed new light on the idea of 21st century skills being more than simply utilizing technology, but collaboration, problem solving, communication, and technology.  I feel that I have always realized the teacher should be facilitator and not the dictator in the classroom.  It is easy to get sidetracked though and this course was a great reminder in the importance of looking at myself as a facilitator. 

I have been able to share my blog with others along with updating my blog with information geared towards the ipad I now have in my room.  I am working towards recieving more ipads through a grant and district support and the research from this class has helped me make my case to the administration.  This course came at a perfect time of the school year as I've been able to test out many of my new skills.  For the future I have specific goals that I am striving towards.  I plan to utilize more collaboration in my classroom based on creating a project and communicating thtat out to others.  Another goal I have for myself is to maintain my blog and continue to update on the trials and successes of the ipads in my classroom.  I feel that my blog will be the perfect way to reach out to other professionals but also to inform my colleagues and head discussions of effectiveness. 

Adventures in Podcasting....

So after going through a few different ways that I could podcast I came up with this....  Click play to see my podcast.  I recorded the sound using the microphone on my webcam for the students and recorded myself on a mac. I then spliced the sound bites together in movie maker.  This led to a problem... The volume of the two recordings were so different!  I attempted to fix the problem in movie maker by lowering one and raising the other... but it's still a problem! 

Quote of the day...

Saw this great quote on a blog today.....

Acquiring a digital competency is a student's right and not merely a random possibility. 

How true! So, in turn, it is my responsibility to help my students acquire this knowledge, just as it's my responsibility to teach them to read!  Do all teachers feel this way? If not, why?