http://www.youtube.com/watch?v=gAS49WBdr8k&feature=related
Constructivism/Constructionism theory of learning “suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001). It concentrates on the students being active participants in learning and the teacher being a facilitator of learning. The students need to process the information and learn how to apply it by constructing a meaningful artifact.
One example of an instructional strategy that corresponds to the constructionist learning theory is generating and testing hypotheses. A hypothesis is based on some previous observations, so prior knowledge is essential. With this strategy students must be able to apply knowledge in order make a hypothesis. They need to be able to make an educated guess or a prediction and test it determine the outcome. By testing and generating hypotheses student take part in critical thinking, problem solving and applying knowledge to enhance their understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007). As with constructionism, students can take the new information and create their own meaning from testing the hypothesis.
In addition, technology can enhance how students generate and test hypotheses. Using online collaborative spreadsheets, data collection tools, and web resources such as interactive simulations enables all learners to “use background knowledge, make decisions, and see the outcome of their hypothesis” (Pitler et al, 2007). Technology offers many new and different ways to engage students and allows them to interact with the content in a meaningful way. For example, the 8th grade studies the Civil War, so I have the students create a PhotoStory about one of the battles from the Civil War.
We want to teach our students how to become critical thinkers, problem solvers, and collaborators. This can be achieved through the Constructivist/Constructionist learning theory where students are involved in engaging learning experiences.
References:
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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Jill,
ReplyDeleteThe video hits the nail on the head when it’s talking about how the students learn better when they are involved in creating the project. What all is involved in your students creating the photo stories? You did a good job of making sure we knew that you had a thorough understanding on the resources this week. Keep the students engaged.
-Jakob-
Great Video!!
ReplyDeleteIt really hit on the importance of creating artifacts or products in the learning process along with the significant role that multiple intelligences play in the constructionist learning theory.
I agree that the constructionist learning theory “concentrates on students being active participant in learning and the teaching being a facilitator of learning.” In this theory, teachers take the back seat while students discover and create. As a result, students actively learn how to “understand, apply, and retain info” (Laureate Education, Inc., 2010).
References:
Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 7: Constructionist and Constructivist Learning Theories [Webcast]. Baltimore: Author
Jill,
ReplyDeleteIn order to prepare our students for the future, we must start in the classroom. The days of teachers being the only responsible party for ensuring students are ready for the future now falls in the lap of the students. Teachers have to become the facilitator of learning and students have to become the owners. Students need the opportunity to become effective decision makers and problem solvers. In order for this to take place, we must incorporate project-based, problem-based, and inquiry-based learning so students can generate and test hypotheses. This is critical if we want students to be productive citizens in society.
Great post!
There is a team of students that go on a field trip to Gettysburg. Their teacher is involved in the Preservation of the Battlefields and really is passionate about the Civil War. I decided that since not all of the students get to go on this field trip the students could learn more about the battles of the Civil War by making a Photo Story of pictures showing the battlefields and giving information about what happened. This really helps the students to get a better understanding of these battles. This rotation we are going to try narration with the story.
ReplyDeleteJill,
ReplyDeleteI am a strong believer in hands on experiences and creating projects to help further the understanding of content. Students enjoy creating artifacts that will help them remember the content and apply what they were taught in the lesson. I have took note during my observation of more in depth research on a topic produces better understanding and uses of the skill. I think using hypotheses and testing them out in the classroom using technology allows student centered learning. The students are given responsibilities and expectations in order to further their knowledge. I agree with you of the importance of having students be critical thinkers, researchers, and problem solvers. These skills will help them advance in the 21st century and the classroom.
Jill,
ReplyDeleteI love the Charlie Brown YouTube video that you selected. Constructionism/Constructivism couldn't be explained any simpler. You summed up this week's reading assignments very well. I, too, believe that hands-on is the way to teach. The students enjoy it more and get a better understanding of the concepts. I teach math so I try to implement project-based lessons as often as I can. The only thing that stops me from using them all the time is time.
Thanks again for the great video. I really enjoyed watching it.
Nadia
Jill, I really enjoyed the video thanks for sharing it. Also, I teach seventh grade science and I also teach the scientific method. Testing a hypothesis is a great way to incorporate constructivism into your lesson. I buy magic fortune telling fish and have the students design an experiment to test how they work, and then test their hypothesis.
ReplyDeleteWilliam, Thank you. I really like your idea of the fish--I bet the students enjoy it! When teaching science, you definitely have opportunities to generate and test hypotheses.
ReplyDelete