By generating and testing a hypothesis, students are applying their conceptual understanding (Marzano, Pickering, & Pollock, 2001) by carrying out experiments, creating and building things. One such mode of this is through the term coined by Seymour Papert. He states that “Constructionism — the N word as opposed to the V word — shares contructivism’s view of learning as “building knowledge structures” through progressive internalization of actions... It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe"( Papert & Harel, 1991, p.1).
Dr Orey (Laureate Education Inc., 2011 ) states that constructionism is a theory of learning that states people learn best when they build an external artifact to share with others. When the students created their books of shapes, they used their knowledge of 2D shapes and 3D shapes. They applied their understanding of the concept to create the booklet. They had to use other 21st century skills as they collaborated with each other. These include leadership, collaboration, and creative thinking and communication skills.
As I reflect, I know that I am not as knowledgeable about PBL as I thought I was and therefore it is imperative that I research so I can assimilate and accommodate the information to apply it to my teaching.
As I have am eager to learn more about PBL through generating and testing a hypothesis, I have come across some interesting sites that I believe would be beneficial to many. Peruse and bookmark those that you find interesting.
Internet4classroom
Global SchoolNet
Explore Learning
Reference
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&ClientNodeI
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Papert, S. & Harel, I., (1991), Constructionsim, Ablex Publishing Corporation, Norwood, New Jersey
Semonique,
ReplyDeleteIt is my pleasure to visit your blog after a very long and tireless search. Just an insight came to me to do the search differently and I was logged in. Your blog mirrors someone who is really impacted by technology. Quite admirable.
I perused your post to glean from the thoughts you shared on constructivism. I like the constructivist approach to learning because it helps students achieve more especially under the guidance of the class teacher. Students can tap into their cognition and use it to make sense of information that bombards them. They are not sponges of information, but can use the information in creative ways to produce new meaning.
I realize that technology, as a cognitive tool, encourages constructivist learning. If we look at some of the constructivist software applications available on the market, we are beginning to be bombarded with tools which Dr. Orey (2010) describes as supporting the diverse learning styles of students and cognitive processes.
You mentioned having some limitations on Project- Based Learning, an area that plunges you into generating a hypothesis and then testing it afterwards to see if your predictions were accurate or would need revisiting. PBL is time-consuming and challenging, however, you are up for a rewarding experience when you get the opportunity to use this strategy to train students to become creative thinkers. I like that they can acquire collaborative skills, analytic skills, and skills of organization and reporting. Howard, Hubbell, and Kuhn (2012) underscores how technology plays a vital role in assisting students in generalizing and testing hypotheses. With new developments in technological software, students are given the opportunities to build the higher order thinking skills to enhance their learning.
Reference
Orey, M. (2010). Emerging perspectives on learning, teaching, and technology. University of Georgia: Department of Educational Pscychology and Instructional
Technology.
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with a
classroom instruction that works (2 nd ed.). Alexandria, VA: ASCD.
Chapter 9, “Generating and Testing Hypotheses” p. 204 - 219.
Hi Sandra
DeleteIt seems as though you have been a avid user of this strategy. How would you suggest I apply this strategy to 6 and 7 year olds in a Language Art class?
Semonique,
DeleteUsing the constructivist approach to help students develop critical thinking skills will be at the level that Grade 2 students can appreciate. They cannot absorb the higher order end of critical thinking and they are still at the concrete to semi - concrete level of thinking. What I had ben doing with my students at that level (which I taught for five years) I would give them mini projects to do in Science. However. from the perspective of Language, Arts, I applied the strategy to Creative Writing where students worked in groups of four using the strategy 'Think Pair Square' to create a story from a picture prompt. Each group leader would bring their ideas to me and I would give the some guidance to brainstorm other ideas. The leader would take the information back to their peers or sometimes I would visit the groups and have a dialogue with the group members. I would also have them create Word Banks which contain adjectives that they can use to help to paint vivid pictures in the reader's imagination. At the end of the activity which would last for a week, each group will present their group story to the class.
With the use of technology tools today, students can publish their stories using graphics for special effect. Back then when I taught Grade Two, I could only use facial gestures and body language to tell the story or have students mimic the story. At the end of each story presentation, students would be questioned by their peers to see what critical thinking skills they have formulated on each story. Some students can predict the ending of stories, others would question why the story was given a twist. PBL can be taught to any Grade but it depends on the students' interest on the topic, their willingness to cooperate in the endeavor, and the teacher's enthusiasm on the task. The level of enthusiasm depends on the level at which it is pitched.
Sandra
One of the important factors we need to be as educators, is to be life-long learners. Reading your post, I was impressed with your candidacy with needing to learn more about PBL. Once we realize that as educators, then we can take it upon ourselves, like you did to learn more about great resources. The worst place in my opinion to land as a teacher, is to be stagnant. I think we all know teachers in our buildings that are stuck in one place, in one way of teaching. Great post!
ReplyDeleteYes Monica, Many of educators do become stagnant in their career and often wonder why other are receiving more success than them. It should our goal to keep learning, there is so much information available that we may never cover it all in our lifetime. It makes me wonder how many us know are aware of the constructionism theory. I smile every time I type the word because it shows up as an error. :).
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