Social Learning Theories

The social constructivism theory believes that learning is a social process which takes place through interaction with others.  The educational practices of collaboration and cooperative learning support this theory.  Pitler, Hubbell, Kuhn, & Malenoski suggest the use of several technological tools to assist in cooperative learning (2007).  One practice I found interesting is asking experts in a field of study.  There are websites such as http://nsdl.org/asknsdl where these experts can be contacted.  Interacting with an expert in the field is a powerful learning experience for students.  Another interesting strategy is the use of webquests.  A webquest is an assignment where students are given websites to find specific information.  I have used webquests in my classes and have experienced both positive and negative results.  While webquests are an interactive way of learning information, they are time consuming to create.  A third technological tool which I have found useful in the classroom is websites such as docs.google.com assist in sharing of files for projects.  Students can work on a project together in the classroom and then also work from home on the same project without the need of saving to flash drives or emailing projects to each other. 

The connectivism theory believes that learning is the process from which connections are made between networks.  Collaboration plays a large role in both of these theories.  Concept mapping directly connects to connectivism where information is visually connected to other information.  Online concept mapping tools such as www.spiderscribe.net aid in making the connections needed to process information and can be created collaboratively or independently.

VoiceThread: http://voicethread.com/share/2493306/

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

Constructivist/Constructionist Learning Theories

According to Dr. Orey, “people learn best when they build external artifacts or something they can share with others.”  (Laureate Education, Inc., 2011).  This is the central belief of constructionist learning theory.  Pitler, Hubbell, Kuhn, & Malenoski support this theory and suggest teachers assist students in generating and testing hypotheses through many ways including: system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (2007). 

In system analysis, a student studies a system and then makes predictions about how the system would alter if one part of the system were to change.  This connects to constructivist and constructionist learning theories by taking this strategy to the next level: testing the predictions.  One way in which this could be done is through online simulations.  Students can manipulate changes in different aspects of the system and record the various effects.

Problem solving requires students to be creative in finding ways around obstacles.  There is no single correct way of solving problems, which can be frustrating for students.  Constructivist theory states that individuals actively construct their own meaning, and therefore, each individual may interpret information differently.

Historical investigations allow students to form their own conclusions regarding a situation based on the facts known.  This allows students to take a position and defend their choice.  Again, there is no single correct way to approach this project and students will interpret facts in different ways.

Invention is at the heart of these theories.  When students are given a problem and then build something to fulfill the need, they are actively involved in the learning process. 

Experimental inquiry occurs when students study something, question how or why change occurs, and then test their theories.  Students again interpret facts differently and then are able to test their hypotheses.  When students pose their own questions, they are more motivated to see the results. 

Decision making includes students actively weighing options and deciding which choice makes the most sense to them based on certain criteria.  This enables students the freedom of constructing personal meaning which may differ from other classmates.

Resources

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 Learning Theory

Behaviorist learning theory revolves around operant conditioning through positive rewards or negative consequences.  The cognitive learning theory is very different in the belief that learning is an internal process dealing with memory.  The goal of learning is to get information to the long-term memory by creating connections to previous content and making strong new paths to knowledge.  One’s experiences greatly influence the way new information is stored and educators should try to provide deep, meaningful learning experiences so that information is not lost.  There are a variety of ways to accomplish this.  Dr. Orey describes how chunking information, limiting the amount of information learned at one time, keeps new information manageable for students (Laureate Education, Inc., 2011).  It is important to not overwhelm students with too much new information at once for a deep understanding to take place.  Advance organizers and note-taking strategies using Inspiration are one way to assist with this process.  When teaching a new concept, I use chunking often because when students are overwhelmed with a large amount of information, they are less likely to remember it. 

Elaboration is the practice of making as many connections to prior knowledge as possible.   Dr. Orey believes there is a connection between cognitive learning theory and integrating multiple senses to improve student learning (Laureate Education, Inc., 2011).  When students are exposed to new material through different senses, the learning is deeper and more memorable.  Dr. Orey also describes the importance for students to make as many connections to new information as possible in the process of elaboration.  Each student brings different personal experience to new information, and thus, makes different connections to that information.  Advance organizers such as concept mapping can be used to sort material in a meaningful way, especially when the material is not easily organized (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I use concept mapping often in my classroom to connect new concepts to prior knowledge.  I agree with Hartley's belief that instruction should be well organized and clearly structured (1998).  Advance organizers and note-taking stategies can provide this needed structure.

It is important for educators to take the time to teach a concept well rather than to just get through the curriculum.  By integrating technology and knowing how the brain works, educators can plan powerful, meaningful learning experiences for students. 

References

Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.

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

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

Behaviorism in Practice

An essential part of the behaviorist theory to learning is based upon operant conditioning.  In an educational setting, students are positively rewarded for showing desired behaviors.  As Hartley says, “Positive reinforcers like rewards and successes are preferable to negative events like punishments and failures.” (1998).  This positive reward leads to the behaviors being repeated by that student as well as others.  Pitler, Hubbell, Kuhn, & Malenoski emphasize that this positive reinforcement should be connected to effort, because effort is correlated to success (2007). One suggestion I like in particular is the effort rubric.  Students could keep track of their daily effort as a conclusion to class each day.  Hopefully, in time, students will see an improvement in their learning as a result of this daily reflection. Spreadsheet Software could be used to incorporate technology if available, but it is not imperative to incorporate technology for the effort rubric to be successful.  Success stories could then be shared throughout the year which makes the experience meaningful for the students.  When students are able to share personal stories, they take more meaning from the experience, which also connects to Dr. Wolfe’s comments about how the brain works (Laureate Education, Inc., 2010). 

Feedback is essential for learning to occur.  When homework or other practice assignments are given, teachers should provide some sort of meaningful feedback (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This connects to behaviorist theory depending on how it is approached.  I praise students for showing the effort of completing their homework and classwork as well as giving positive comments for correctly completing the assignment.  Being a math teacher, it is easier for me to provide quick feedback as I look over my students’ papers, than for a social studies or language arts teacher.  There are several technological tools which provide instant feedback.  Some that I use include online tutorials and games, as well as offline games using Microsoft PowerPoint.  I am not able to give students as much one-on-one time as I would like, but I can use tools to provide students with needed feedback.  Providing feedback directly links to behaviorist theory through conditioning.  When teachers communicate positive growth, students are motivated to work hard.

References

Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge. 

Laureate Education, Inc. (Producer). (2010). Brain Research and Learning [Video webcast]. Bridging Learning Theory, Instruction, and Technology.  Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

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