There
are many processes a person may go through when navigating through the learning
process. Laureate Education, Inc., (2011) states that assimilation occurs when
new information fits within the present knowledge of a person. Accommodation
occurs when knowledge is changed to fit reality. Equilibration is the balance
between reality and knowledge. Every day people go through many stages as they
fit, adjust, and make new folders in their filing cabinets (brains).
The
constructionist viewpoint affirms that people learn the best way by building
something that they can share with others. In this type of theory, students are
actively engaged in learning and use tools and technology to construct
products. Generating and testing hypotheses is a technique that engages
students in a multitude of deliberate activities and allows students to explain
their predications and creations. A neat game for generating and testing
hypotheses is called Angry Birds (http://www.angrybirds.com). I was surprised
to find this iPad app mentioned in this section, but upon review I realized it
teaches students to apply the laws of physics. This interactive game can help
“students to apply their background knowledge to make predictions, receive
immediate feedback, and see the outcomes of their hypotheses” (Pitler, Hubbell,
& Kuhn, 2012, p. 215).
Learning
by Design and Project-Based Learning (PBL)
are two ways the constructionist view can be implemented. One reoccurring
prerequisite in both of these processes has to do with the teacher being the
facilitator in the activity or project. According to Han and Bhattacharya
(2001), instructors should be motivators and scaffold as students complete
activities and tasks. They should challenge, assign open-ended tasks, and
reinforce concepts and misconceptions. I feel this can be hard for some
teachers as they have to relinquish control to students. As students are
creating and designing the particular artifact, teachers should assume
responsibility in making sure students are not confused in their thinking and
understanding.
Another
type of constructionist learning is Problem-Based Instruction. Glazer (2001) states,
“Problem-based inquiry is an effort to challenge students to address real-world
problems and resolve realistic dilemmas…that engage students in problem solving
and higher-order thinking in authentic settings” (p. 3). One particular
technology that reinforces this strategy is a WebQuest. While researching
WebQuests, it became clear to me how organized and deliberate these activities
are. There is a task, process, and resources outlined for students as they
begin the WebQuest. Rubrics and scaffolding are important as student process
through the task.
While
researching Early Chilhood WebQuests, I found an excellent resource about the
Five Senses (http://missmelissalundy.wikispaces.com/Our+Five+Senses,+A+Webquest+for+pre-k).
In this WebQuest students are given the task of naming the five senses by engaging
in activities with each one. Three story books help students process the
information while using the Web to hear and see items. Games and songs are used
for supplementation. A journal and rubric are used at the end of the lesson for
assessment. I really loved this WebQuest because it allowed me to see how
useful they can be in my own environment in Pre-K.
A
lot can be learned when reviewing the constructionist and constructivist theories. I feel these are theories of the 21st Century and the kind of tasks students will have
to be responsible for in the future.
Glazer, E. (2001).
Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
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 <insert date>, from http://projects.coe.uga.edu/epltt/
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. R., & Kuhn, M. (2012). Using
technology with classroom instruction
that works (2nd ed.). Alexandria, VA: ASCD.
I thought it was really interesting to find that you called your brain a file cabinet. I went to a workshop a few years ago that presented the idea to us. We made it more concrete and actually used a poster board to make a file folder. On the "file folder" we put specific information students search for in their brains when learning about a topic. It had a place for topic (of course), prior knowledge, new learning, vocabulary, misconceptions. When we are learning about new topics we pull out these file folders that they can use a dry eraser marker on to track their thoughts. We even discuss misconceptions and what folder we might want to put that information in.
ReplyDeleteOkay, I know I got off track with our actual topic this week. Sorry. I do that a lot when something crosses my mind.
This week resource I was most impressed with was Excel spreadsheets. I definitely see the benefits of using them in the classroom to help organize and calculate data that can be used to come to a conclusion about our questions. I plan to spend more time this summer playing with the program so that next year I will be able to incorporate it into my social studies and science lessons.
Tracy
Tracy,
DeleteI like the file folder illustration, too. It brings to the forefront of my mind how important our job is of influencing children and their thinking. If we relay information in a positive and meaningful way, children will store the information in their long term memory filing cabinet. I have loved studying how the brain works and the processes by which we store information.
Whitney,
ReplyDeleteI also like the idea of the brain being called a filing cabinet. What a concept! I agree with you that it is hard for teachers to relinquish control to the students. This is part of the gradual release plan which is in our district's mission and vision. The idea as my husband likes to say, "Teach them correct principles and let them govern themselves." Of course this has to be done with guidance. I think most of us teachers are afraid of doing that, but when we do, we realize that most of the students can handle it. I think one of the key words that you used in describing the teacher is facilitator. We can relinquish control to the students, but cannot relinquish our role as facilitator. With this combination, our students will excel.
Lynn,
DeleteFacilitating and scaffolding are hard words to put into practice, as you were saying. Just like parents, teachers are scared of letting children fail. That is one thing my student teacher this year is having problems with. I have told her to not be afraid to let children fail--they will learn from their mistakes and build on their learning.
I like your husband's motto. I think he is right. As a parent you teach your child the best way you can, then release them to the world when the time is right. Teachers have to do the same.
Whitney