Of all the learning theories explored thus far, I have the say that my kindergarten classroom is most in line with Jean Piaget’s Constructivist/Constructionist Theory. The constructivist theory puts the learner in charge of his learning and the role of teacher shifts to that of a facilitator. “…Knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Han & Bhattacharya, 2001, p.4). Constructionism in the classroom involves the learner in real-world tasks where they investigate, solve problems and create artifacts that represent a learning outcome that is meaningful to them (pp.4-6).
Project-based learning is a comprehensive approach to learning that involves engaged learners in cooperative, complex activities (p.11). This method of learning is an example of a constructivism because it reflects a student centered learning environment and places an emphasis on object/artifact creation as part of the learning outcome that is based on real life experiences with multiple perspectives (p.12). Firsthand experience is key to the constructivist theory (Laureate Education, Inc., 2011) and “Generating and Testing Hypotheses” follows this belief to the fullest.
Generating and testing hypotheses is more effective over traditional style (lecture) teaching lessons because “…students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts” (Pitler, Hubbel & Kuhn, 2012, p.204). Technology can play a major role in generating and testing hypotheses because it allows the student to spend more time interpreting data instead of simply gathering data.
I personally like the idea of using spreadsheets to generate and test hypotheses. Using Technology with Classroom Instruction that Works (Pitler, et al., 2012), gave a great example with the interactive spreadsheet that the teacher created for her students to manipulate different retirement amounts saved over the course of 30 years. Had the teacher made her students calculate every amount by hand, she would have lost valuable class time while the students were computing tedious math calculations. This spreadsheet lesson was a great use of educational technology that allowed the students to gain a deeper understanding of investment basics and required them to use critical thinking skills to make predictions (p.210). What a great, problem-based, constructionist approach to learning example.
Resources:
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 on May 27, 2013 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 love communicating with kindergarten teachers, because I think there are so many good ties from that year to high school. One of my favorite units is "From Seuss to Shakespeare: Making Words Fun." I use children's literature to teach literary terms and then we apply them to Shakespeare and higher level reading. In class, they make either Oobleck or silly putty and use figurative language such as similes, metaphors, and personification to desribe the creations. I love being able to provide them with that experience and build on such basic - but often forgotten - love of reading and words that authors like Seuss and Silverstein create, much like Shakespeare.
ReplyDeletePlease help me add to my experiential learning! What projects have your students loved the most that include constructivism that I can "high schoolfy"?
Hey Erin!
ReplyDeleteI love your Seuss to Shakespeare unit idea! That sounds like a lot of fun. Thanks for sharing.
As far as ideas go...well, I will be honest with you, I am having a hard time thinking of something that you could "high schoolfy". I must be enjoying the summer too much! :)
The majority of my teaching is through themes and we end each unit with some type of final project/presentation. Eact time the artifact is different. It could be an: oral presentation, video presentation, fashion show (seasons of the year unit), PowerPoint presentation, poster, Inspiration map, etc. And I can't wait to do voice threads with my kiddos next year!