Chapter 8 Questions

Remembering:
According to Ormrod (2011), what are the six ways to foster creativity and why is creativity important?

Analyzing:
Outline ways in which you can accommodate for students with special needs using the categories listed in the table on page 280.

Project-Based Learning: A Constructivist Concept

Alexander (2006) describes constructivism as a theory of learning that suggests that "knowledge is created, or constructed, by individuals or groups and not simply acquired" (p. 68). Hatch (2005) says that teachers that implement constructivist principles "set up environments and activities that support children's development" (p. 8). One way to do that is to engage children in a project-based learning activity. This is a type of relevant, authentic learning activity, a very important aspect of constructivist teaching.
 
Ormrod (2011) defines project-based learning activities as "activities in which students acquire new knowledge and skills while working on a complex, multifaceted project that yields a concrete end product" (p. 231). Children will be spending a large amount of time working on these projects, so it is of great importance to incorporate it into all content areas.

Here is an example of a project-based activity that I could implement in my classroom. This is a webquest that asks children to research the possibility of designing a garden that would produce enough vegetables to use in their school cafeteria. The children locate a place for their garden, choose what to plant, and care for their gardens over the course of the project. This project incorporates math, science, writing, research and social skills. It is a very in-depth project in which the children will be engaged in a real-world activity and produce an end product.

I think that children would enjoy this activity because it gives them responsibility and choice. They would also be working in groups and learning from one another. One obstacle might be time, because this project would probably take a couple of months to complete. Another obstacle might be child interest. Because this activity would take place over a long period of time, the children may become bored with the topic.

References

Alexander, P. A. (2006). Psychology in learning and instruction. Upper Saddle River, NJ: Pearson.

Hatch, J. A. (2005). Teaching in the new kindergarten. Canada: Thomson Delmar Learning

Ormrod, J.E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.

Behaviorism and Social Cognition

Ormrod (2011) defines behaviorism as the "theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships" (p. 285). Behaviorism focuses on the environmental factors on learning. According to Hatch (2005), behaviorists break down learning "into manageable segments that adults teach using direct instruction and behavior modification techniques" (p. 8). In order to see if the children are mastering lesson objectives from a behaviorist perspective, there should be an observable difference in their behavior. I could use rewards and punishments to condition the children to act in a certain way, thus ensuring that they have learned something. I would not look at what they do in context because cognitive processes do not matter. Mastery would be strictly defined according to observable behaviors. Can the children do what I have asked or not?

Social cognitive theory is the "theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior" (Ormrod, 2011, p. 323). Social cognitive theory came from behaviorist ideas, but incorporates cognitive processes where behaviorism ignores them. How can you tell if students have mastered objectives from a social cognitive perspective? From this perspective, rewards and punishments only work if the children know what they are being rewarded and punished for. I would still use rewards and punishments, but I would emphasize the reasoning behind them. IN this theory, children can learn by watching others. So, if I rewarded one child for doing well, the other children would see it and change their behavior accordingly. In deciding whether or not a child has mastered an objective. I would look at their behavior in context. Why are they doing what they are doing? What are they thinking? This would have a significant effect on whther or not I believe that they have mastered a skill.

References

Hatch, J. A. (2005). Teaching in the New Kindergarten. Canada: Thomson Delmar Learning.

 

Ormrod, J. E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.