Generating and Testing Hypotheses

Constructionism is the theory that knowledge is not simply handed from teacher to student, but it is created by the learner while they are actively engaged in the creation of an artifact to share with others (Orey, 2001). What better way to engage the student then in solving a problem-based inquiry using hypotheses? As Pitler, Hubbell, and Kuhn stated (2012) students that are involved in creating hypotheses are engaged in complex mental processes which is what constructionism is striving towards for students.  The complex steps taken to create and test hypotheses are involved and challenge students at every turn.  For example, students would need to formulate questions, research and analyze data, perform experiments with the knowledge, and finally confirm or disprove the hypothesis. The research done to verify the hypothesis by the students is vital because the students themselves are doing the research and analyzing the information that they have found. The teacher is not spoon feeding information to the students in the form of a lecture or notes. The students are responsible for their education and are given the chance to form opinions and make their own decisions based on their personal experiences in life. This type of learning has meaning for students because they are fully vested and making decisions for themselves, not being told what to think (Orey, 2001). This is an important aspect of Constructionism because students learn best when there is more meaning for them.

Students participating in project-based learning have an advantage over students working independently on tests and quizzes. The social interaction among the team members is also very important for Constructionism (Orey, 2001). The partners are able to share ideas and understandings with each other. Furthermore, while working with their hypotheses students are also working on designing an artifact to showcase what they have learned and to teach others. Other students are able to follow the group's research and witness the testing of the hypothesis for themselves. Everyone will then gain the same knowledge but they will also be able to interpret that information differently based on their own personal experiences.

Any work that students can do that helps them work as teams using critical thinking to solve problems that are based on real-world scenarios is important and needed in schools today. Creating and testing hypotheses is one way to engage students and help them become active citizens ready to make a change in the world.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from

      http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

      (2nd ed.). Alexandria, VA: ASCD.

     Cognitive Learning Theories support the belief that the brain is the most complex and powerful tool that we use to gather, evaluate, create and share knowledge. Our brains take in everything that we see, hear, touch, taste, smell and experience with amazing speed and accuracy.  However, it is up to the learner to decipher that information and make sense of what is being processed. Dr. Orey (Laureate Education, n.d.) states that to optimize our learning one must make multiple connections in our brains to store information in our long-term memories.  In this weeks’ readings, “Cues, Questions and Advance Organizers” and “Summarizing and Note Taking”, Pitzer, et al. (2012) discuss the importance of using cues, questions, and note taking skills to help students focus their attention on the important aspects of a lesson. This is critical for the students that are not sure how to interpret vital information from unessential parts of the lesson. This also helps students to learn how to focus on the relevant information needed for completing assignments.

     Dr. Orey discusses the Dual Coding Hypothesis by Paivio (Laureate Education, n.d.). This hypothesis explains the idea that people can remember images and even smells better than they can remember text alone. Educators can use this knowledge to reinforce their lessons by guiding their students not only to vital information but also help students store the information in their long-term memory. Using teaching strategies that include the multiple intelligences will help students recall information easier since they will be able to recall them from their network of brain connections as described by Dr. Orey, (Laureate Education, n.d.).

     Note taking and advance organizers are extremely important for the Cognitive Learning Theories. These skills and tools are essential for helping students to organize their thoughts and knowledge. Educators must teach students how to organize the information they have received in class and a very useful cognitive tool is the concept map. Students are able to use these maps to explain the connections between information and organize what they know and what they need to investigate further as stated by Dr. Orey, (Laureate Education, n.d.). 

   

     Using more advanced tools like Power Point can summarize students’ notes and help students’ progress to higher levels of thinking instead of being occupied with simple tasks. This can help the student increase their cognitive skills and achieve more in class.     

When students can easily make multiple connections with their knowledge the information is easier to recall and less likely to be forgotten. This is what we want for our students to have the knowledge at the ready and be able to build on it with the next lesson. The Cognitive Learning Theory is a very important part of the classroom and should be utilized to an educators’ advantage.

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file].

            

            Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom

            

            instruction that works (2nd ed.). Alexandria, VA: ASCD.

     Behaviorism, our first learning theory. I really feel that, in addition to behavior management, behaviorism is alive a kicking in our schools today. This week's readings in Using Technology with Classroom Instruction that Works correlate with the principles of behaviorism in several ways. "Reinforcing Effort and Providing Recognition" is tied very closely with the principles. The basic belief is that a learner can be conditioned to behave in a desired way through rewards or punishments. Rewarding students for their hard work and good behavior is a wonderful way to motivate students to repeat those actions. 

     This chapter also points out that not all students see a relationship between effort and success, therefore, teaching them the relationship will go a long way to explain good behavior and encourage it in the future. Using a survey to determine a students' success in relation to their effort may not be a principle, since it is measuring the unmeasurable feelings a student has towards effort and pride, but the students can see the concrete results of the hard work that they put into their assignments. The teacher is then able to use websites to create awards to instill pride in the student in hopes of increasing the hard working behaviors they used prior. Teachers also have the ability to use samples of the students work for a gallery or web showcase, again, another way to positively reinforce the behavior deemed acceptable by the teacher, hard work. 

     "Assigning Homework and Providing Practice" gives students a chance to practice in several different ways and multiple times to perfect their skills and increase their knowledge. This correlates to the principles of behaviorism in such a way that the students' objectives are clearly defined, practice is encouraged, and the students need to be engaged and active learners. Given the appropriate assignment, students are able to use applications to practice their skills in several different ways and several skills at a time. Students get immediate feedback from their teachers to verify that the assignments are being done properly and again the reinforcement is given to the student. This will encourage the students to continue to work hard. They are given several days to complete these tasks instead of it being crammed into one or two days. 

     The "flipped" classroom is a wonderful example of the tutorial instruction being used to help the student learn a skill while at home. The students arrive in class ready to ask questions and complete activities based on the video clips provided by the teacher. This is a good example of the behaviorism principle being used in the 21st century. 

     As Dr. Orey (Laureate Education, n.d.) stated there are many detractors about behaviorism, yet we as educators follow many of it's principles on a daily basis. I guess you can not please everyone all of the time. I don't think there is one learning theory to use, each student and each lesson is unique, therefore, all learning theories are used, just in different ways and at different times.    

Laureate Education (Producer). (n.d.). Behaviorist learning theory [Video file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Thanks, 

Corrie