Constructivism in Practice
I say potato, you say patato. I say constructivism, you say constructionism. I’m still not sure I recognize the difference, if there is one, but I do recognize their importance in a 20th century classroom. This week I gained many new resources to engage students based on these learning theories which advocate hands on learning experiences, and creating artifacts while working through the exploratory process.
In this technological age, constructivism can be brought to the forefront of learning theories in the classroom. Computers promote the student as a self directed learner as they choose where they get their information, how they synthesize it and then present it.
The lesson on investing and compound interest asks students to create a spreadsheet, the artifact, to analyze data in order to make a choice on how to manage a $10,000 inheritance (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This lesson is a wonderful example of learning by design which emerges from the constructivist theory. It “emphasizes the value of learning through creating, programming, or participating in other forms of designing” (Orey, 2001).
Since having enrolled in my master’s courses and having completed a technology program through my school district, I find that my teaching turns to a much more constructivist perspective. It requires students work instead of me doing all the work. I become the facilitator of knowledge rather than the sole deliverer of knowledge.
Resources:
Laureate Education, Inc. (Producer). (2009). 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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Yes, the constructionist approach to learning seems to be at the forefront of today's students acquisition of knowledge. And rightly so; they are immersed in technology that was not readily available to them even 10 years ago. Moreover, this is just part of their lives. Because of this reality, they construct projects utilizing educational technology, often teaching educators where and how to utilize this or that button on the computer. They do in turn become their own initiators and receivers of knowledge as teachers guide them along the way. I am hoping this year to use more constructivist styles of instructional practices. From one of our resources a couple of weeks ago, the 3 statements that really made me think and evaluate what I need to do and change in the classroom were: "If I hear it, I forget; if I write it down, I may remember; if I do it, I will learn it and remember it." I know those weren't the exact words, but this is an area I need to improve on.
ReplyDeleteNot only does a computer re-enforce what the students are to learn, but also a way for students to retain a picture or fact. Which demonstrates the Constructionist approach allows students to better learn and retain information. Students need to create an artifact and be able to share it with others.
ReplyDeleteThe art room thrives on this process and with the addition of technology the possibilities are endless for students, and teachers for that matter, to learn in a more efficient way.
I totally agree with what you said, "Computers promote the student as a self directed learner as they choose where they get their information, how they synthesize it and then present it."
Well put!
Lee,
ReplyDeleteThe words were from Confucius almost 2500 years ago. I copied the quote and created a lesson plan around it the next day. There are posters on our walls ... this one will last for the whole year and more!
Tell me, and I will forget.
Show me, and I may remember.
Involve me,and I will understand!
It hit head on what I have been doing with my classes and the kids were amazed that someone so long ago could be so wise.
They knew that I have always shown them, but they were able to really get why this year I don't answer the Science questions ... we put them into a formal question on our extra credit Wiki page and the students find the answers and present them to the class for extra credit. They are presently setting up projects covering the essential questions and standards for the entire year. The format will be used for all their independent projects for the year!
This is new for me, but I was trying so hard to get to this last year. For me the Wikis have made a huge difference.