We have focused on a number of learning theories so far in this course and I find it interesting how much of what I do is related to these learning theories that I never realized before. However, I think that I incorporate more constructionism into my teaching than most other learning theories. It is important for students to be able to apply their knowledge to create a final project. It is also important for students to learn how to effectively use technology tools to be more successful in the future. It is easy to combine these two important components into one project using technology and the constructionism theory.
In Using Technology with Classroom Instruction that Works, we read about the strategy "generating and testing hypotheses." I believe this strategy goes along more with constructivism than constructionism. The text refers to using spreadsheets, data collection tools and web resources. All of these do not require students to create anything, but to interact with information. The idea behind these activities is to confirm or reconstruct what the students think they know. For example, they used a pH probe as an example of the data collection tools. The students were investigating whether or not they get acid rain. The students did not believe they were, so they completed an experiment to confirm or reshape their knowledge based on the information they found (Pitler, Hubbell, Kuhn & Malenoski, 2007).
In conclusion, there are a number of learning theories that are included in the everyday classroom. Constructivism and constructionism are two more that are used on a daily basis. All of these theories work together to create a successful classroom and atmosphere for our students.
References
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Melissa,
ReplyDeleteI agree that I didn't realize how many learning theories I used until studying each further. I feel like I use a wide variety of them but Constructionism and Constructivism most of all. I enjoy project-based and problem-based learning. Teaching all core classes, I am able to extend these projects cross-curricularly. It allows students to apply it not only in the area of concentration but also into other disciplines.
In a lesson on civics we talked about how important it is to work together in a community for a cause. We are currently raising funds for THON at Penn State University. I challenged the students with the notion that there is little awareness in our community about The 4 Diamonds Fund. I provided statistics, some data, and information on the foundation to the students. Then, they needed to pose a solution to raise awareness in the community. Students developed a plan of action, pre-surveyed their selected targeted audience, carried out the plan of action, and post-surveyed their target audience. We found that awareness did increase through their efforts. In math class, we then graphed the data. In Language Arts, we prepared a presentation of the data using Power Point. It was a great learning experience for all students!
-Jenn Schreiner
Jenn,
DeleteWhat a fabulous activity for your students to participate in. I wish that I could do projects like that in my classroom. We have curriculum maps where we have to be teaching certain things at certain times and they rarely cross subjects at the same time. It is disappointing because it allows students to apply things that they have learned to solve problems. It is a much more meaningful way to teach. We just get creative to how we teach and anything extra we can supply to add more depth to our students' learning. Thank you for sharing.
Melissa
Melissa,
ReplyDeleteDuring the short time I have been teaching, I have forgotten about many of the different theories. I am very glad this class has refreshed them in my thoughts. I enjoy using the constructionism theory. I have used it quite a lot lately. I was refreshing my students on multiplication facts using unifix cubes to construct arrays. when they constructed each model, they used crayons to illustrate the models. I also worked with my students to make a timeline using each of them as a date and event about the establishment of the thirteen colonies. The students seem to gain a better understanging of the material if they feel like they are playing.
To use the constructivism theory I am giving a daily two minute math computation drill. The students count and chart their score to see how quickly they are able to answer the problems. As they build on the score they gain a sense of accomplishment. This has proved to very successful.
Martha
Martha,
DeleteIt sounds like you have really been creating some interesting activities for your students to internalize information. I am sure your students are appreciative of the effort you put into planning and I am sure you are seeing amazing results. I agree with you that the students definitely seem to understand more when they get to do fun things to learn it.
Melissa
Trevor says...
ReplyDeleteHi Melissa,
In reading your post you identify many points with regards to the successful use of constructivist/constructionist learning theories with students. Within your comments you make note of how you believe “students must be able to construct and make sense of information that is presented to them before they can use that information to create something” (Young, 2011). In reading this I cannot help but feel that your comment is only partially true. Whilst having background knowledge may make a task less challenging to complete, to expect students to have a full understanding of concepts before being able to apply their learning may in fact necessitate not having the task at all. In offering a differing opinion I would have to agree with Han & Bhattacharya (2001) who note how ”learners don't get ideas; they create ideas...[and these] new ideas are most likely to be created when learners are actively engaged in [learning]... that they can reflect upon and share with others”. Students can and often do construct and make sense of information while actively engaging in tasks, i.e. it is the actual ‘doing’ part of the learning process which allows them to generate the sought after sense making and eventual learning connections. In being afforded the firsthand experience to create and explore students experience what is essentially the underlying theme within constructivist learning by being able to effectively develop and make sense of their learning while still actively applying their knowledge.
Thank you for what was a thought provoking post.
Trevor Henderson
References
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 21, 2012 from http://projects.coe.uga.edu/epltt/
Trevor,
DeleteI have to say that I do agree with you. However, I do believe that students need to have a basic foundation of information in order to complete tasks and make those necessary connections. If you are giving them activities to create something that they already know, then there is no point to the activity. For example, if you are going to complete a project where students need to invent a new complex machine using at least three simple machines in their invention. They need to have the foundation of what a simple machine is, what are the different types and their purpose. They will also need a basic understanding of what a complex machine is. Then they can take that foundation and apply it to the project. While they are completing the project, they gain a better understanding of the simple machines and their purpose. It is the interaction between the two theories that make concepts more concrete.
Melissa
Melissa,
ReplyDeleteI never realized that I was already using so many learning theories in my everyday classroom work until I began to examine them through this course. It is pretty increadible that just about everything we do is backed up by some type of leaarning theory.
I think its great that you integrate construtivist learning theories into your lessons; it is important for students to be able to apply what they learn into their long term project goals.
Thanks for sharing your thoughts,
Nicole
Melissa,
ReplyDeleteI too have found that I use a lot of the strategies that we have been talking about in my own classroom. I remember hearing about them in college and thinking how is this going to help me in my classroom. Now hearing them again while in my own classroom it gives a chance to see the theories actually at work with my students. I am also on the same page with you in that I use more of the constructionism theory within my classroom. I feel my students are learning best when they are engaged in project-based learning that utilizes things like cooperation, and critical thinking skills.
In working to encourage students to read we do Book-It within our building. In doing this I have my students pick a book of their choice each month to read. When they are done reading they complete a different hands-on project every month to teach the rest of the class about their book. These projects range from creating a board game to building a diorama in a shoebox. Doing these different projects really help the students to understand the book more than they would if they just read it and had to tell me about it.
I was wondering, what sort of projects do you like to incorporate more in your classroom? Do you have a favorite project or subject?
Chad
Chad,
DeleteI would love to know more about how you incorporate your book reports. I have been thinking about requiring book reports in my class, but just have not had the time to figure out how to make it work the best. I like to include technology projects whenever possible because it is a passion of mine. We do glogs, blogs, podcasts and things like that. I find new tools all the time and try to find ways to somehow incorporate them into my classroom. My students love it as much as I do. Thank you for your response!
Melissa