The instructional strategies discussed in this week’s learning resources correlate directly with the principles of constructivism and constructionist learning theories. In the course texts chapter eleven Pitler, Hubell, Kuhn, and Malenoski discuss how when students are asked to generate and test hypothesis, they are creating something. In the DVD segment “Constructionist and Constructivist Learning Theories” Dr Orey defines constructionism as “a theory of learning that states people learn by when they build an external artifact or something they can share with others” (Laureate Education, 2008). Therefore, if students are generating and testing hypothesis, they are able to create that artifact.
Secondly, using project based learning again focuses on students creating an artifact that they can share with others. Project based learning according to the online resource for PBL, (Buck Institute, 2008) is an inquiry process in which the teacher starts with the end product, and then works backwards. This way the teacher can be very clear in their expectations of the students. PBL in some ways reminds me of Understanding by Design (Authentic Education, 2007) and the Big 6 (Berkowitz & Eisenberg, 2009) . PBL asks the teacher to come up with the end product, then come up with the driving question, plan the assessment, plan out the project in detail, and lastly come up with tools etc that will help manage the process. (The Buck Institute for Education and Boise State University, 2009). In my opinion, the PBL is asking the teacher to create an inquiry project that will clearly set expectations for students and ask the students to create something. Much of what the student gets out of an activity has to do with how the teacher sets up the project.
If teachers use certain tools, like generating and testing hypothesis and project based learning, learning is likely to increase. By students creating something they are moving into a state of equilibration, (Laureate Education, 2008) a point of mental contentment, or a solid understanding. Everyone prefers their brain to be in a state of equilibration.
Authentic Education, (2007). Retrieved November 23, 2009 from http://www.grantwiggins.org/ubd/ubd.lasso
Berkowitz, R. & Eisenberg M. (2009) The Big Six. Retrieved November 23, 2009 from http://www.big6.com/
The Buck Institute for Education and Boise State University, Department of Educational Technology . Retrieved November 23, 2009 from http://pbl-online.org/pathway2.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2008). “Constructionist and Constructivist Learning Theories”. Baltimore: Author.
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I agree the most important part of any inquiry activity is the set up and expectation that are presented by the teacher. You can have the best project in the world, and if students do not understand what they are to be doing or your level of expectations, you are not going to get the response or the learning you expected. How do you best share your expectations with the class, do you show them examples of the completed project or do you have checkpoints? That is something I always struggle with for my students. If it is something I have done in the past, examples aren't an issue but for new ideas I always debate if I complete a project does that give too much direction to the project and take away their creativity?
ReplyDeleteI agree with you that the key to construtivism is for the students to solve a problem and or create something by themselves. Students need a chance to actually apply the knowledge that they are learning the in classroom to a project that they themselves can express their understanding. I think that student will need guidance during this experience, but they also need a lot of freedom to explore and challenge ideas so that they can show their understanding of the skill and or knowledge. I think the perfect assessment for these projects is a rubric to ensure that everyone is on the same page when it comes time to grading the assignment.
ReplyDeleteI am a fan of project-based learning myself as I feel like I learn a lot more from completing a project than by taking a test. I think that if a teacher starts with the end product and works backwards, then the students have a clear picture of what they need to do. However, here's my problem with it. For my students, if I start with an example, 9 times out of 10 they will try to make theirs as close to mine as possible. This is not entirely bad because they are probably learning what I intended in the process. However, it takes away any creativity which is what I like to see. For this reason, I am kind of torn by using this method.
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