Blog Post: Constructivism in Practice
The key component to constructionism/constructivism is an actively engaged learner. This approach to learning focuses solely on the individual learner building their own meaning on an individual topic (Laureate 2009). With the strategies discussed in this week’s learning resources I have drawn my own conclusion that they can be directly related to constructionism/constructivism’s learning style. Generating and testing hypotheses allow students to develop their own conclusions by building off of content knowledge, vocabulary, and facts (Pitler, Hubbell, Kuhn, Malenoski 2007). Developing these conclusions is done many times by the trial and error method, in which directly relates to Dr. Orey’s vision of what constructionism involves. Allowing students to perform tasks to create their own conclusions or develop their own meaning of a topic through first hand experience seems to be such an efficient way of learning.
With today’s fluent technology base that our students come into the classroom with, educators are able open the classroom, more often, to this style of learning. Instructional strategies such as generating and testing hypotheses becomes effective because the students are able to teach themselves. Educators are responsible for setting the structure and boundaries of testing the hypotheses and with today’s speedy technological software (spreadsheets, data collection tools, and other web resources) students are able to spend more time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn, Malenoski 2007). This interpretation, spoken of earlier, is exactly what constructivism entitles. The interpretation allows students to create their own developments of the topic and proves or disproves their prior beliefs.
Keeping students engaged, creative, and building information creates a positive classroom environment and often leads to a boost of self-esteem in the students along with the educator (Laureate 2009). Boosting self-esteem, especially in special education, can be such a positive attribute to instill in the students. Having first hand experience in their own learning allows student to gain confidence in their learning style, which, in return also may boost their learning. Educators that provide a positive, interactive, engaged classroom will also watch students develop educationally and this may all be provided by the proper use of constructivism/constructionism.
References
Laureate Education, Inc. (Executive Producer). (2009). 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.
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I agree with your key component of keeping the students actively engaged and the fact that this will allow them to build on their own meaning. Students these days have access to so much technology, that we didn't have growing up, that they are able to stay engaged with educational technolgy that we might throw at them in the classroom. They are able to formulate and test hypotheses and stay engaged while doing it. I also like the fact that you pointed out that they will be able to spend more time interpreting the data instead of collecting it.
ReplyDeleteThe constructionism/constructivism theory is a good strategy that teacher can incorporate into their instruction to help increase student achievement. Students need to learn how to become independent thinkers this helps to improve student critical thinking skills. I want my students to become active participant in the learning process so I will continue to create lessons that will promote creativity, improve self esteem, and challenge students to work to their full potential.
ReplyDeleteIt is important to keep students engaged. Students of today need to be having fun and be interested in what they are doing in class in order to make them productive. They are surrounded by technology in almost everything they do. If a district is fortunate enough, educators can utilize technology and assist students in becoming more independent, critical, thinkers and have a more active role in their learning. You make a great point when you mention that students can spend more time interpreting data. Technology allows for less time spent on building information to analyze and more time to actually analyze the data.
ReplyDeleteI found what you said about "trial and error" to be so true in the constructionist learning theory. Students should be given the opportunity to test and try their hypotheses out before just being given the answer. Too often teachers just read off what students should be getting instead of giving them a chance to "solve" it themselves. It is important for students to be engaged in what they are learning and the idea of trial and error gives them that chance to see if what they think is right or wrong. They can learn from their mistakes. We should not make them think that if they try something once and don't get it right that they should just give up. Pushing students to use the technology available to them and preparing them to use it will help increase their chances of being successful.
ReplyDeleteUsually I get so annoyed by people in education, and outside it, that encourage us as teachers to boost the children's self-esteem. Usually, this is because they are speaking about discipline in some way, or actually not disciplining a student for misbehavior, because it might damage their self-esteem. However, in this post, you mention about boosting children's self-esteem and it makes me smile! You talk about doing it for the right reasons-- show children that they are capable of constructing their own learning. We can inspire them to always want to build their own learning, design their own artifacts, and solve the difficult problems that often will face them. Once they know they can do it, we may see them change from being so heavily teacher-dependent to being independent learners exhibiting higher-level thinking skills!
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