I like using the constructivist theory in my classroom. Over the years, I have taught in several states and subject areas. I found a great “hands-on” or constructionist science curriculum that I could integrate with the one I was required to use. This curriculum is part of the Challenger Center program, http://www.challenger.org/. The point of each activity is to ask the students a key question, give them a materials list, and allow them to create an experiment or artifact that will answer the key question. My students loved this material, and their grades in my science class improved. I was surprised to see that their grades and problem-solving skills also improved in other classes as well.
I currently teach computer literacy. I use a modified constructivist method in which I give students information, demonstrate the procedures, and then allow them to practice the skill on their own. This method can work with a technology class, as well as an academic area class.
I love all the online resources that I found in the textbook (Pitler, 2007). My students love the higher-order thinking skills games, although they would tell you they are “just having fun playing games.” These games challenge the students to solve problems, and they give immediate feedback. They fit in well with the constructivist method because they require the student to do something or to create an object that they will remember more than my lesson.
Laureate Education, Inc. (Executive Producer). (2000). Bridging Learning theory, Instruction and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
I currently teach computer literacy. I use a modified constructivist method in which I give students information, demonstrate the procedures, and then allow them to practice the skill on their own. This method can work with a technology class, as well as an academic area class.
I love all the online resources that I found in the textbook (Pitler, 2007). My students love the higher-order thinking skills games, although they would tell you they are “just having fun playing games.” These games challenge the students to solve problems, and they give immediate feedback. They fit in well with the constructivist method because they require the student to do something or to create an object that they will remember more than my lesson.
Laureate Education, Inc. (Executive Producer). (2000). Bridging Learning theory, Instruction and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Donna. The immediate feedback seems to be an important factor with today's youth. I'm still not sure that the modern world's emphasis on fast results for everything is a good thing, but the digital natives we teach certainly expect it. Tutorials and games on the computer provide this and keep the students' interest. Cathy
ReplyDeleteConstructivism or constructionism on Century 21 by Juan Delgado
ReplyDeleteI would like to post this information in your blog as a compliment of your thoughts
What is constructivism? A theory of knowledge stating that each individual actively constructs his/her own meaning.
What is constructionism? A theory of learning that states people learn best when they build an external artifact or something that can share with others.
The process of constructionism has four specific mechanism of learning as follow:
Assimilation: Assimilation occurs when external reality is made to fit when one’s current beliefs and understanding. (Scheme)
Accommodation: Accommodation occurs when one’s current believes and understanding (scheme) is altered to fit the external reality.
Equilibration: Is the process of achieving a balance between differences in external reality and one’s current beliefs and understanding. (Scheme).
Scheme: A Scheme is a representation of an n outline of a system or object.
All this mechanism are connected and balance during the learning process.
When a teacher plans a constructionist activity, students are engaged in learning and with the process of “building” using tools and technology.
Assimilation, accommodation, equilibration and scheme are definitely, mechanisms that we all apply when are trying to acquire new knowledge.
Constructionist activities should be include on teachers weekly activities in order to develop students skills about using technology and braking with the daily routine of using pencil and paper.
My thoughts about Constructionism:
I believe in constructionism and proof of that is my students have a mandatory assignment, every marking period; when they need to use technology. Foe example, I have my students construct a project-based or a problem-based, original and creative on a determine topic; the common ones are the projects that consist of creating a power point presentation or simply writing an essay. The time allows for each project can vary from 90 minutes to a week; and student gets involve with the mechanism of learning as: Assimilation, accommodation, equilibrium and scheme. The most productive are the project where students have not a strong scheme. For example, last week, one activity consisted of do research about common alloys; students have idea about stainless steels and brass these students were more confident searching because they have an idea about this alloys, but the reaction was different when students were ask to do research about pewter and amalgam because they have no scheme about them. During this activity students are engage creating something. At times is a real challenge for students to work with Power Point.
My thoughts about Constructivism:
Students are not too familiar with doing invention or analyzing experimental inquiry. This week students are finishing with a project based on problem based, they did choose a topic and need to apply the steps of Scientific Method and write an essay about it. A group student were interested in finding out about peer opinion regarding the use of “uniform” instead of regular “outfit” and the effect on learning. During this activity students are engage constructing they own meaning or knowledge about the situation... At times is a real challenge for students to do data analysis to show experimental results.
Juan Delgado.
Donna,
ReplyDeleteI love the idea of "tricking" students into playing games that are geared into learning new skills or solve problems. I do that sometimes. I have a software program called FAST Math that helps students build speed and accuracy on their basic math facts. My students love this program because they try to "beat" the computer on speed and then play fun games. Our learners today like the interaction that these type of programs offer. They like to get engaged in their learning and also see learning more meaningful when they learn in ways they enjoy. We are fortunate to live in a technologically advanced time where the learning opportunities for everyone are numerous. I can't imagine myself teaching in a different century. How about you?
Thank you.
Yolanda
Donna - Thanks for the science link. I like the use of key questions leading the activity. What grade level did you use this with? How much direction and structure did you have to provide?
ReplyDeleteI agree that the higher-order thinking skill games are great. It is true achievment when students are so engaged and enjoying themselves so much in the learning process that they think they are "Just playing."
Susan R.
Susan, I used this method with sixth grade science. I incorporated the Challenger Center's hands-on space science curriculum with my school's required sixth grade curriculum. At first, I had to give quite a bit of direction and structure. However, after a few weeks the students caught on and enjoyed the activities. One of the students favorite constructivist activities was making ice cream in plastic zipper bags.
ReplyDelete