There are a few essential words and phrases that come to my mind after reading and viewing this week’s lessons. When considering “Constructivism in Practice”, problem-solving, teacher facilitated, learner initiated, thinking about thinking and more than anything, how students learn seem to be the expressions I consider. Letting students construct their own questions, knowledge and understanding through experience, and then reflecting on the experiences they have had to assess what has been learned is cognitive learning and thinking at its best. Using the constructivist theory with learner initiated inquiry and exploration creates meaningful learning. “Learners don't get ideas; they create ideas. Moreover, constructionism 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). Use of technologies such as Web/Internet searches, Powerpoint, spreadsheet software, and data collection tools can “actively engage” students with instructional strategies that link to constructivism. One first-rate example from the textbook is using a “teacher-created interactive spreadsheet to enter data so patterns can be seen and technology is used to maximize instruction” (Pitler et al., 2007, p. 207).
Dr Orey acknowledges, “Constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge” (2001). However, also stressed is how external items such as social interaction and different types of communication can have an influence on what knowledge is learned, shared or considered. Students engaging in the application of content should be guided by teachers using a variety of the “six tasks to help students generate and test hypotheses: (1) system analysis, (2) problem solving, (3) historical investigations, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler et al., 2007, p. 76).
Teachers that are considered to be “constructivist” help students to create knowledge rather than just replicate and repeat information or facts. In constructivism, students are continuously being guided by the teacher whose function is more a facilitator that mediates and prompts students from passive learners to active participants in their own learning process.
Jean Piaget, who initially is responsible for the constructivist theory, called for teachers to understand the “building blocks” for learning (Laureate Education, Inc. 2009). To reach an understanding involving experiences, children must discover relationships and ideas that are built by a step by step involvement of building blocks Piaget identified as assimilation, accommodation, equilibration and schema (Laureate Education, Inc. 2009). It is by this process that children accept ideas and become involved in activities of interest in the classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.
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2 comments:
Deborah
You mention teacher-facilitated, learner-initiated learning in your post. I agree that we need to change the flow of our "push-pull" instruction. There should be more emphasis on students pulling information they want when they want it instead of teachers pushing information the students may not be ready for or know how to use. Letting students take more control over their own constructing of knowledge is difficult at first, but I agree with you that it leads to the best outcome--genuine thinking and remembering.
Wanda
Deborah,
You talked about how teachers are more of a facilitator in the classroom than a teacher when using the constructionist theory. I agree because students are the ones that are discovering the answers. One way mentioned in our book as a constructionist theory was generating and testing hypotheses. It mentions that students "engage in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content"(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). In addition to all that as you mentioned is that students become more interested. The motivation factor comes alive. That is the most important part about constructionism is that it gets students motivated and that helps them remember. Not only that it gets them involved in higher level thinking. We just have to make sure that our assessments of this activities are making every student want to be involved and contribute or these projects are not going to be all the successful.
Bryan
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
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