Constructivism in Practice

The instructional strategies described in the resources explored this week correlate with the principles of constructivist/constructionist learning theories. Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning (Laureate Education, Inc., 2009). Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate Education, Inc., 2009). Creating and testing hypotheses is one way that students can build something to share with others which can help them understand the content better (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Other projects like power point, podcasts, and wikis can also help students build something to help them understand the content better.

When students create something and present it to someone else, they are teaching someone about the content that they had just learned and built. In essence, the student becomes the teacher. Students can learn more when they do not just take tests. When someone has to teach someone else, then the teacher must know the content that much more in order to share it with others. When students have to present information and teach others, then they learn more about that content because they must know it well enough to share with others. This is what teachers do everyday. They must learn and share the information with others. The best way to know if someone understands information is to have the person try to teach the information to others.

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

The instructional strategies described in the resources I explored this week correlate with the principles of cognitive learning theory. These strategies enhance students' ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). For example, Concept Mapping helps learners visualize ideas and connections between ideas by replicating the network model of memory (Laureate Education, Inc., 2009). It is a graphical way of connecting and organizing ideas which can then be turned into an outline for a report. Another strategy, note taking, allows students to take information and turn it into a new form by writing down only the important information and putting it into their own words. The strategies described in this week's resources correlate with the principles of cognitive learning theories because they can help students with their short term memory; students can use these strategies to elaborate on information; students can use images and text to help learn new concepts; and giving students experiences that they can tie their learning to (Laureate Education, Inc., 2009).

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.

Week 2: Behaviorism in Practice

The instructional strategies described in this week’s resources correlate with the principles of behaviorist. The strategy of using a spreadsheet program to keep track of effort and achievement is used to help reinforce desirable behaviors (Pitler, Hubbell, Kuhn, & Malenoski, 2007). If students have desirable behaviors like studying and following directions, then they will be rewarded with success on tests.

The survey that was created to show student effort and success is another way to reinforce desirable behaviors by showing that those positive behaviors will be rewarded with student success and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Homework is one more way that correlates with the principles of behaviorist. Homework is drill and practice. Remediation is used to present a small amount of information, ask guiding questions, make a decision and depending if the students are correct or not determines if they get to move on to the next part (Laureate Education, Inc., 2009).


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.