What is "Constructivism"

Constructivism is the name of a theory based on the idea that people learn from interacting with their environment and studying across integrated platforms. It has made a push in the world of education because it pushes for students to interact with the material as well as with each other to learn across a variety of fields and then reflect on what they learned.

Important Theorists: Jean Piaget, Lev Vygotsky

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Social Cognitive Theory in the Classroom

As a Language Arts teacher, I believe one good way to use Social Cognitive Theory in the classroom is through modeling, not just for the group, but as a group. If we had to write a research paper, I would ask the class to pick a topic. Once we had a topic, I would let them know we are going to write a paragraph like I would like to see in one of their papers. To start things off, I would ask them for suggestions about what we should talk about in the paragraph. For example, if we were talking about how to grow strawberries, I might have things on the board like using good soil, asking a professional, what kind of bugs might ruin the berries, how long to they take to mature, whatever they suggest that is relevant to growing strawberries. Once we have a good list, I would want to narrow it down to what could fit in a single paragraph and what makes sense to have in the same paragraph. While having the class look at the list, I would ask for suggestions for a topic sentence and conclusion sentence that for starting and ending the paragraph. I think this works as a good method of modeling because it is not just me standing in front of the class writing my own ideas. This style allows for everyone to participate in the synthesizing process. 

Social Cognitive Theory

Social Cognitive Theory is the idea that a great deal of human knowledge comes from observation and Social Cognitive Theory study pushes to find out how and why observational learning works and how it is implemented in the educational process. 

KEY TERMS

Conceptual Framework for Learning:

Reciprocal Interactions:

Enactive and Vicarious Learning:

Learning and Performance:

Self Regulation:

Modeling Processes

Theories of imitation:

Functions of Modeling: 
Cognitive Skill Learning:
Motor Skill Learning:

Influences on Learning and Performance:
Developmental Status of Learners:
Model Prestige and Competence:
Vicarious Consequences to models:

Motivational Processes:
Goals:
Outcome Expectations:
Values:

Self-Efficacy:
Self-Efficacy in Achievement situations:
Models and Self-Efficacy:
Motor Skills: 
Instructional Self-Efficacy:

Instructional Applications:

Applying "Behaviorism" in the classroom.

I think one of the most productive ways to incorporate behaviorism in the classroom is to do it in preparation for a test or exam. My idea is to send students home with a moderate sized bank of questions that they can study and find the answers knowing that those question will be used on a review for the test the following day in which know they could win prizes. I would then create a set of cards for the students which had all the answers to the questions on them. I would give the students questions from the list of questions I sent home. Every time I asked a question, I would give the students 10 seconds to find the right card and then have them all hold up their cards at the same time. If they held up the right answer, I would give them a piece of candy. I could also modify this strategy to do a process of elimination. As students held up their cards, the students who raised the appropriate cards could go onto the next round, and the winner/winners could receive a larger prize than a small piece of candy I would give in the first game. I think this game would represent the behavior style of teaching because I am using incentives to try and garner the results I am aiming towards. If students know ahead of time that if they study their questions they could receive an award, I think I would have a better chance of getting the students to actually study for the test. I also think the fact the game allows student to "showoff" what they know increases the likelihood that the activity leads to a positive experience for the students.

What is "Behaviorism"

The study of "Behaviorism" in education is a scientific approach to understanding how to run a classroom using psychological studies that can cross into educational pedagogy. The aim is to educate teachers on how to get what they want from students, by using behavioral incentives and or behavior conditioning. By understanding what "stimulates" students and what types of behavioral conditions will drive "results" that will prompt students to not only behave better, but learn material in certain ways. Behaviorists could be labeled as "carrot" teachers because the goal is to reward students for successful behaviors, while dissuading bad behaviors. The study of "Pavlov's dog" is a prime example of the type of thought behind the science. By substituting the student with the dog, one can imagine the desired goal of creating students that associate good behavior with desired outcomes, much like the dogs associated the sound of the bell with food.

My Most Memorable Learning Experience

My most memorable moment in school was my freshman English class when we read Romeo and Juliet. We were reading Romeo and Juliet and we had to act out a scene from the play. It was the scene with the duel between Romeo and Mercutio, and I got to play Romeo. I was always a bit of a class clown, and I really got into the scene. I even memorized my lines. It was one of the few moments in my K-12 career that I felt like I really excelled at something. It was nothing spectacular, but I will always remember Romeo and Juliet because of the way Mr. Jones taught the play. It was not just acting out that scene either. He found ways to make the play not only fun, but made it relevant. He talked about gang culture and class divisions. I love literature, and that is only reading I remember from my middle/high school career. I was not a good student, and I still read the play, which I think says a lot about the way Mr. Jones taught the play. Out of all the teachers I had in high school, he was the only one I actually cared about what he thought of me. I talked a lot in class, but he had a way of dealing with it that was different. He let me be me, and as long as I was not harming the flow of class he did not seem to mind all my stupid comments. Instead, he seemed to play off me in a way I never experienced with another teacher. It is funny that I have not really thought about him for years until writing this entry. My high school career was such a negative experience, that it seems like I suppressed everything; yet, his class still stands out far more vividly in my memory than any other class I had in school.

Letter to My Future Self

Dear Aaron,

I really hope you found a job by now! But in all seriousness, I really hope you've made the difference you set out to make. Ten years of teaching has either left you feeling like you have discovered your calling, or has you ready to go get a PhD. I hope it's the former. Juggling the different requirements of your job is tough, but I imagine you've found some solid balance. Reaching students that come from tough backgrounds was always your goal, and I hope you have not given up on them. I know kids like you were can be tough to reach. Still, you can never forget how important it is to try. Your own kids are teenagers now, and I hope you've been successful in teaching them a love for learning that you always had, but never knew what to do with at their age. I think more than anything, I want you to always keep your eye on the prize. You set out to make a difference. You might not be able to reach every kid, but I think every kid you do reach is worth the effort. Hold on to the good moments, but learn from the bad. Always remember, everyone has potential, they just need to recognize it.

Always remember your "why,"

Aaron Brumbach