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Using Hypotheses for Literacy? (Constructivism in Pratice)

This week’s classroom instruction introduced ‘Generating and Testing Hypotheses.’ When students generate and test hypotheses they go through a complex mental process by applying content knowledge to enhance understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). Dr. Orey describes that constructivism learning theory is accomplished when learners meet a disequilibration and use assimilation or accommodation to form a balance between prior knowledge and newly acquired knowledge (Laureate, 2009). The instruction Generating and Testing Hypotheses meets the expectation of constructivisim learning theory because when learners generated a hypothesis they use assimilation to fit the new knowledge that they were briefly exposed to, to fit their prior experience. When testing this hypotheses, they both confirm and concrete their knowledge that the assimilated or use accommodations to alter or create new schema to make sense with the new knowledge.

Technology such as Spreadsheets Software, Data Collection Tools, and Web Resources enhances the instruction of generating and testing hypotheses by ‘allowing students to spend more time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.203).’ The authors also say that generating and testing hypotheses can be applicable to all content areas. Yet, they only showed examples of using this instructional strategy in science and math, which seem like the obvious choice.

I want to trust the authors claim that generating and testing hypotheses can be used in all content area. Therefore, I briefly thought of a lesson where this instruction can be used in Literacy. Wondrous Words by Katie Wood Ray (1999) suggests teaching students writing techniques by teaching them to analyze current books and borrow writing techniques from other authors. Let’s say that I am conducting a lesson about adjectives and adverbs. Students will build a hypothesis about how adjectives and adverbs affect the quality of a story. They can first find a short story book that contains many adjectives and adverbs. Then, they can collect data about how many adverbs and adjectives were used in the book. Afterward, they can re-write the story by taking out all the adverbs and adjectives that were in the book. Then, finally, take a pole on which story does the class prefers. Similarly, students can write a story then edit in adjectives and adverbs. Afterwards, take a pole on rather readers enjoy the previous story or the edited story. Would this scenario applying generating and testing hypotheses in literacy correctly? If not what has to be done to be applying the instruction effectively.

Laureate Education, Inc. (Producer). (2009). Constructionist and Constructivist Learning Theories [Motion Picture]. 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.

Woodray, K. (1999) Wondrous Words, Ntational Council of Teachers of English, United States.

Cognitivism

If the center of behaviorism was the teachers, cognitivism focuses on students; how the students get engaged and apply knowledge. Dr. Orey describes that cognitivism generated from information processing theory. He further explains our short term intake is limited to around seven information pieces that you can process at a time. Also, short term memory extends to long term memory by creating networks (Laureate, 2008). Concerning this information, cues, questions, advanced organizers, summarizing and note taking instructions mentioned in Using Technology with Classroom Instruction (Pitler, Hubbell, Kuhn, & Malenoski, 2007) is closely aligned with cognitivism. Since short term memory intake is limited and students need to create a network to acquire new knowledge, organizing seems as the key to cognitivism. All the instructional methods mentioned in chapter four and six are a method of organization. Using word processing, spreadsheet , power point even makes it easy to utilize. In fact, Dr. Orey states that one of cognitive tools’ role is to organize knowledge. Furthermore, all of the method can also trigger dual coding when used with pictures., and with the help of technology it is easier to apply visual more than ever.

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

Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture).

Reinforcing Effort, Homework, and Practice

Although behaviorism may come across as outdated, it is widely used through our classroom instructions. This week we have explored reinforcing efforts and homework and practice. Despite the enjoyment and leanings from this week’s resource, I could not pass on the overwhelming thoughts of problems that may occur when implementing these instructions as written in the book.

I strongly believe that teachers should teach students that our achievements are controllable, also, to believe in the power of effort (Hubbell, Kuhn, Malenoski, & Pilter, 2007). Reinforcing efforts using spreadsheet software, that was mentioned in the book Using Technology with Classroom Instruction, aligns well with the behaviorists’ beliefs of human tendency to repeat behaviors that brings favorable results (Orey, 2008); when students put in effort good grade comes in return. The authors used this theory to explain the benefit of reinforcing effort. However, in the process of emphasizing the importance of internal factors that affect achievement, the authors fail to acknowledge the external factors that do exist and how this will affect students during the instruction. Let’s say, students started to compare their spreadsheets. One student may have received a total of 12 points on effort and 10 on the grade, while another student had a 9 for effort and 13 for grade. The first child may have experienced the power of effort when seeing the correlation between effort and grade within his/her own spreadsheet, but he/she may still feel powerless with the effect of external factors when compared with others. The authors also stated that students may develop a misconception that people of a certain background have more chances of success (Hubbell, Kuhn, Malenoski, & Pilter, 2007, p. 156), when there are studies that prove that middle class Caucasian students test better than minority students (Kohn, 2000), which suggest that this is not a misconception. I do understand what the authors are trying to stress, but do feel that they ignored the reality that correlation between effort and success is not equal amongst students. Thus, they have ignored the problems that may occur when implementing this instruction.

Homework is mostly concerned with the result and not the process, thus aligns with the belief of behaviorism (Orey, 2008). I agreed on most of what the Hubbell, Kuhn, Malenoski, and Pilter (2007, p. 187) had to suggest about homework but could not possibly adopt McRel’s research that parental involvement should be kept to a minimal in homework. One of homework purpose is to establish communication between parent and children (Cooper, 2010). Also, the teacher can communicate to the parent what the student is learning through homework. Therefore, parental involvement is necessary. The practice of homework has been controversial throughout the years. Some people are concern that homework is preventing students to have social experience, outdoor activities, and creative activities (Cooper, 2010). When we create meaningful homework with the help of parents, we do not have to sacrifice mastering skills through practice at home nor social experience and activities.
I want to once again state that I am not against behaviorism, reinforcement of effort, or homework. If anything, I am all for these. However, after understanding the benefits of the theory and instructions, I had to endure the concerns that came to my mind. Is it ok to ignore the external factors that affect achievement? Should we really keep parental involvement in homework to a minimal?


Reference

Cooper, H. (2010) Homework-Purpose, Public Attitude toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework. Retrieved July 11, 2010, from http://education.stateuniversity.com/pages/2051/Homework.html

Kohn, A., (2000) The Case Against Standardized Testing; Raising the Scores, Ruining the School. Portsmouth, NH: Heinemann

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved July 6, 2010, from http://projects.coe.uga.edu/epltt/

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