Constructionism is a hands-on method of teaching where students are involved in either assimilating or accommodating new information. Dr. Orey explains that humans appreciate equilibrium and when there is disequilibration there are two choices, to accommodate the new information or assimilate it (Laureate Education, Inc, 2011).
Having students generate and test their own hypotheses creates a learner-centered classroom. The students in Mr. McDevitt’s class were involved in a simulation of World War II (Pitler, et al, 2007). A constructivist classroom is one where the students are being challenged to either assimilate or accommodate new content (Laureate Education, Inc., 2011). The students were able to test what would happen in their decisions by participating in the simulation. This makes the students more responsible for their learning. They are not able to read and memorize facts. It requires higher level thinking in Bloom’s Taxonomy because they are applying what they learned to make hypotheses and then testing it.
http://space.jpl.nasa.gov/ is a great resource to use with students who are studying constellations. There are several variables that students are able to input and see the outcome. In order to teach using constructionism in the classroom, the instructor must anticipate the direction the learners will be going. They need to pre-assess the class’ skills and be prepared to make changes as necessary. The instruction will be student-centered. They will be encouraged to ask the questions and find the answers.
References
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
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.
Kate:
ReplyDeleteI completely agree with you about the student-centered instruction. One of the aspects I have noticed that has not changed in Puerto Rico is how students would always look for teacher's approval with their answers. These kind of hands-on activities allow them to be more confident about what they do and the answers they find. Besides, it is time to help students to develop a critical thinking so they could be good judges of what is going on around them in the future and take action.
Naida,
DeleteIn the U.S. students also look to their teacher for approval. In my district, we use a 5-E lesson plan for math. The students are given the opportunity to explore a new idea and see if they can create a way to solve a math problem without being told. Many students look to the teacher to give them the correct answer before they are willing to solve the problem. They are not used to thinking critically and problem solving.
Kate
Hi Kate,
DeleteI also find when my students come to me they try to wait me out for an answer. By this time of year they know they know I will not tell them the answer if they wait long enough. I have not hear of using a 5-E lesson for math, I have used them for science before though. This type of lesson plan is a great way to activate what students already know before introducing new information to them. Having students first construct meaning on their own will make the math more meaningful to them. Learner centered instruction is more beneficial to students as they will be actively developing their own knowledge.
Chelsea
Hi Kate,
ReplyDeleteWhen the constructivism learning theory is to be used by the teacher, it is important to anticipate the direction learners are likely to take, as you said in your post. Although the teacher has to allow the learners to construct their learning by themselves, but the teacher has to guide in order to maintain the direction of the learning process. This is why, the teacher should write out the objectives and expectations for the experience, because of the tendency for the focus to be extended beyond the course content and sometimes may even go out of course.
Damilola
Damilola,
DeleteYou are right that it is very important that the objective is specific for the lesson. However, I have found there are times that my lesson needs to take a different course because the children are ready for a different skill based on their exploration.
Kate
Kate, I think that your class would be wonderful to be in. These ideas are very hands-on and will create lifetime memories. I still remember some of the wonderful lessons taught by my fourth grade teacher. Without these I may have forgotten all about the Civil War.
ReplyDeleteI think objectives are important to have posted but I feel as though sometimes these limit students to just the objective at hand and holds them back from exploring more. Although I feel it is important for them to know where we are going I think it is also very important to let their inquisitive minds let them take us on any direction.