The most influential way that this week’s instructional strategies correlate with the constructionist learning theories is by creating an educational environment that is student centered. By taking an approach in education that allows students to construct their own meanings out of new information, or generate a creation through an artifact that applies new learning as described in Constructionist and Constructivists Learning Theories, opens up a higher level of understanding and thinking that resonates with the learner (Laureate Education Inc., 2010). By developing project-based or problem-based projects students can successfully use the mechanisms for learning by reaching their individual levels of assimilation, accommodation, and equilibration. Changing the teacher role from information giver to inquiry assistant and the student role from information receiver to information locator creates ownership for the learner and a sense of accomplishment.
There were many resources presented this week that contributed to constructionist learning theories. Emerging Perspectives on Learning, Teaching, and Technology states that for project- based and problem- based activities to be effective they need to have clearly stated objectives, assignment dialog, exploration of multiple strategies, inquiry discussions, revisions, learner collaboration, reflection, and genuine engagement (Han & Bhattacharya, 2001). Internet and software programs such as Power Point, Excel, web quests, and inquiry tutorials lend to students the ability to create artifacts and use tools to assist in problem solving. These items allow students to find information and create artifacts that would not regularly be possible. They also assist students in focusing on information analysis and understanding by not being bogged down by traditional research collection methods.
Generating and testing hypotheses as described in Using Technology with Classroom Instruction that Works, is a process that can be used across the curriculum (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This strategy makes constructionist approaches beneficial because it lets students create the inquiry, the knowledge they want to learn and apply. It also sets the foundation for questioning information, interpreting that information, and coming up with a knowledge base for decision making or questioning information and concepts again. If planned in just the right way by the instructor, the generating and testing of hypotheses can lead to more questions and more knowledge.
Reference
Laureate, Education, Inc. (Producer). (2010). Constructionist & Contructivist Learning
Theory [DVD]. Baltimore, MD: Orey, M.
Theory [DVD]. Baltimore, MD: Orey, M.
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved January 23, 2011, from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandra, Virgina: Association for Supervision and Curriculum Development.
classroom instruction that works. Alexandra, Virgina: Association for Supervision and Curriculum Development.
Michelle,
ReplyDeleteThank you for sharing your thoughts on Constructionism. Your summaries reinforced what I have read and even allowed me to rethink about new ways to incorporate this information into my lessons. For example, when you said to change "the student role from information receiver to information locator creates ownership for the learner and a sense of accomplishment." Specifically the idea of them showing ownership can make a big impact on their views.
Hi Michelle,
ReplyDeleteI think you summarize the gist of constructivism beautifully in your posting.
It is a shift--from the learner in a passive role to the learner actively working with the material--exploring, questioning, taking it apart and putting it back together--in sum--knowing the material in their own way so that the information is their own.
This can be accomplished through projects--through questions and discussions--the key idea is that the activity is learner-centered.
I find this connects seamlessly with cognitivism--the student takes an active role in the learning process--and as a result, makes the information their own through revision of existing schemas. That is, as an example, they plant a seed, watch it grow, see the impact of the environment on growth and throughout this process, modify their schemas because they are encoding the experience in a deep and meaningful way--a way that they may not have from listening passively to a lecture.
Thank you for posting.
Susan
Hi Michelle,
ReplyDeleteI completely agree with your thoughts on constructionism. If we want to help students transform from passive learners into active learners, we need to give them the tools and provide them with an environment that supports this change, like a student-centered classroom.
Also, I really liked the words you used to define the new role of educators…“inquiry assistants.” These words gave me a clear picture of our role as teachers when we engage our students in creating a product, a project, or higher order thinking.