Constructionist/constructivist learning theories are based upon the notion that people construct their own knowledge when learning. If we as teachers provide authentic and meaningful learning opportunities where students are able to learn from an experience and they are actively seeking information as opposed to teacher-directed lessons, we will find a more effective approach to teaching various content. In the book, Using technology with Classroom Instruction that Works, it suggests "Generating and Testing Hypotheses'" is a strategy that is possible to use in all content areas. "When students generate and test hypotheses, they are engaging 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). Opportunities where students are able to generate and test hypotheses align perfectly with the theory of constructivism. Students are able to use methods of learning that are project-based, inquiry-based, or problem-based, which provides students with the experiences to construct their own knowledge!
When teachers use instrucitonal stragies that are teacher directed, often they find them ineffective and students quickly become disengaged. It is vital that teachers find ways to make learning fun and to motivate students to take responsibility for their own learning. As we are all aware, their is a strong correlation between effort and acheivement. Therefore, we must encourage our students to put in the effort that will acheive a high level of success. From my own personal teaching experience, I have found that using a method that presents a question or a problem to students and then allows them to research and investigate possible answers and solutions has always produced a high level of learning. Students admire and respond to the control that they are given over the situation. This motivation alone fuels students to seek information, be actively engaged, and construct knowledge.
When considering constructionist/constructivist learning theories and the types of instructional strategies that correlate with this type of learning, the implementation of technology can be an effective tool. "Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data- a process that can be tedious and error prone"(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 203). Experimental inquiry, problem solving, and decision making are just some of the tasks mentioned in the book that teachers can use to help students generate and test hypotheses across different content areas. These tasks correlate with taking the constructivist approach to teaching and not simply delivering instruction to students on a particular skills or subject. These tasks described in the book offer students the opportunity to consider various answers and solutions, to invent, to experiment, to predict, problem solve, and investigate. They are methods that design authentic learning experiences in which students are free to explore and experience real-world issues and discover multiple solutions. Constructivism in teaching, including generating and testing hypotheses and the various tasks that assist in doing so, provide a way for students to learn content matter through building and applying their own knowledge. Thanks to technology, this method of teaching/learning is much more realistic and accesible than ever before. In the past, using constructivist approaches like testing hypotheses for example, may have been too time consuming to utilize in mulitple content areas. However now, thanks to tools such as spreadsheets software, data collection tools, and web resources, it is time effecient and highly effective!
Constructivism in practice fosters a desire to learn. When students are given opportunities to explore content matter in different ways, they are better able to learn and retain information. Using technology in conjunction with the various instructional strategies discussed in the learning resources this week support the theory of constructivism and its effectiveness as well!
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Sarah well put.
ReplyDeleteI am unsure of who mentioned the use of power point as an effective way to also get students involved in constructing their own learning in the class discussion. I totally agree with her. I believe when we design creative ways for our students to research and become active in their own learning, they tend to retain so much more.
I however believe that certain subject are more disposed to encouraging such constructionist learning. subjects like history (social studies), literature and science. I struggle with math concepts as they are sometimes so complicated that the student will need directed learning before they can do these project activities.
I must say that I have used web quests for high school science and I find that that is also a great way to get the students construct their own learning.
I still need any ideas for high school geometry, algebra 1 and algebra 2, so if any one has any ideas to offer they are welcome.
Having taught both math and physics, I understand how frustratingly teacher-directed and abstract math can be. Not only is the physics a direct application of all the math you have to teach in an abstract setting, but it has all kinds of fun equipment to keep the kids' interest. I've got equipment (cars, ramps and photogates) that produces constant graphs, linear graphs with a non-zero slope, quadratic graphs, and other equipment that produces two equations in two unknowns, exponential functions, sines, cosines and tangents, derivatives, and integrals. I've got two-pan balances that can be used to physically simulate solving two-step equations. In short, physics is a mathematician's dream (my degree in college was in pure mathematics, not physics). Additionally, the physics course requires lab time, and so has that time built in, whereas math has a pretty tight framework.
ReplyDeleteHere are some suggestions for you, Lorna:
(1) Maybe talk to your physics teacher about some supporting demos, or hands-on labs. Granted, you won't be able to do many because of time constraints, but you'll be able to demonstrate that the math does have its applications. Your physics teacher might even be delighted that you have introduced your algebra kids to the joys of physics. So many students never take physics.
(2) Another source of demos is physics videos and free video-capture software. If you have a computer and a projector, you can look at videos with your class (of, say, a falling ball) using the video-capture interface. If you have a classroom full of computers, even better. If your kids have computers at home, they can do these labs as projects on their own. The software allows you to click an image in each frame of the video, and records its spatial and time coordinates. You can then place these into Excel or some other spreadsheet program, and plot the height vs time graph. Then you can have Excel pick a quadratic fit and see the equation that describes the height of the falling object. If you are interested in this option, let me know. I have MS Word documents that guide students (and you) through the process.
Sarah,
ReplyDeleteI really enjoyed reading your post. I am always interested to see what you are doing in your room because you also teach a younger age (I teach first). I like your idea of posing a question and then have students investigate to find an answer. I think I could do this with my little ones too. I was thinking this would be easily tie in with science. We are currently learning about the water cycle. I thought about opening up the unit by having students research on the web about the water cycle. This will create some background knowledge. Thanks for the tip!
Mandy
Sarah,
ReplyDeleteI know that my students are much more engaged in their work when they are learning on their own. When they have a problem to solve they get very into their work. It can be difficult to find project based learning, or even to test a "hypothesis." I have used this type of investigation when teaching my students about magnets. I set multiple items out and let the students discover what items are magnetic and what the similarities are between the materials.
I would like to plan a literacy type lesson that is project based, but am not sure how to do that for first graders. Any suggestions?
Jennifer Hicks-MacDonald