The constructivist learning theory states that each individual creates his or her own knowledge of words. Dr. Michael Orey gave the example of a parent and child walking in the park. The child sees a dog and correctly identifies the four legged, furry animal that barks as a dog. The child then sees a cat and the child identifies that as a dog as well, since it has four legs and is furry. The parent corrects the child and calls it a cat so the child learns to notice the difference between dogs and cats because one barks, one meows, and there are different sizes (Laureate, 2009). This is important in the classroom as each student brings his or her own background knowledge and learning style into the environment. The teacher’s job is to give those students the best possible opportunity to construct new knowledge and to store the important content in long term memory.
The constructionist learning theory is similar to the constructivist theory and the two are often times mentioned together, but the difference is the constructionist learning theory states that the learner must have firsthand experience with the topic by building an artifact of the learning that can be shared with others (Laureate, 2009). When I think back on my high school education, the topics and contents I remember most are the ones where I was required to do a “project”. I can remember an English class where we had to work in groups to re-write a scene from Shakespeare’s Hamlet. We then had to act out or scene either in front of the class or video tape it and show it on TV to the class. My English classes were not my favorite classes in high school but I can still vividly remember the scene my group and I chose to do thirteen years ago. I believe the reason my memories are so vivid is that because I was required to create something to show others, I knew I had to learn the content. I did not want my classmates laughing at the wrong parts of my group’s video or making fun of the lack of quality. My group spent a lot of time choosing a scene from the play, and re-writing the scene to make it applicable to our lives. The time we spent led to learning.
I mainly teach high school science classes and so generating and testing hypotheses is something my students are required to on a regular basis. Pitler, et al. (p. 203) give six tasks that teachers could use in the process of requiring students to generate and test a hypothesis. The ones I use the most are systems analysis, experimental inquiry and decision making. In my Biology class we study ecosystems and populations at the end of the school year. Part of the students’ final project is to create a fictitious organism and explain where in the world it lives. The explanation must include mating rituals, reproduction, diet, habitat, population numbers, what their organism looks like (size, color, differences in males and females), what other organisms in the ecosystem look like, how their organism interacts with other organisms in the environment, and how and why the organism is suited to live in that particular environment. The focus of this project is endangered species and so the students must also explain how their organism could be protected or saved. Throughout the process the students are using online software that simulates population numbers and how different environmental factors affect different species on Earth. This project combines learning technology with the constructionist theory of creating artifacts of learning.
Resources:Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The constructionist learning theory is similar to the constructivist theory and the two are often times mentioned together, but the difference is the constructionist learning theory states that the learner must have firsthand experience with the topic by building an artifact of the learning that can be shared with others (Laureate, 2009). When I think back on my high school education, the topics and contents I remember most are the ones where I was required to do a “project”. I can remember an English class where we had to work in groups to re-write a scene from Shakespeare’s Hamlet. We then had to act out or scene either in front of the class or video tape it and show it on TV to the class. My English classes were not my favorite classes in high school but I can still vividly remember the scene my group and I chose to do thirteen years ago. I believe the reason my memories are so vivid is that because I was required to create something to show others, I knew I had to learn the content. I did not want my classmates laughing at the wrong parts of my group’s video or making fun of the lack of quality. My group spent a lot of time choosing a scene from the play, and re-writing the scene to make it applicable to our lives. The time we spent led to learning.
I mainly teach high school science classes and so generating and testing hypotheses is something my students are required to on a regular basis. Pitler, et al. (p. 203) give six tasks that teachers could use in the process of requiring students to generate and test a hypothesis. The ones I use the most are systems analysis, experimental inquiry and decision making. In my Biology class we study ecosystems and populations at the end of the school year. Part of the students’ final project is to create a fictitious organism and explain where in the world it lives. The explanation must include mating rituals, reproduction, diet, habitat, population numbers, what their organism looks like (size, color, differences in males and females), what other organisms in the ecosystem look like, how their organism interacts with other organisms in the environment, and how and why the organism is suited to live in that particular environment. The focus of this project is endangered species and so the students must also explain how their organism could be protected or saved. Throughout the process the students are using online software that simulates population numbers and how different environmental factors affect different species on Earth. This project combines learning technology with the constructionist theory of creating artifacts of learning.
Resources:Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Constructionist and Constructivist Learning Theories. 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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Hi Max,
ReplyDeleteThere is so much truth to the idea that constructivist methods lend themselves to certain content areas and are more of a challenge for others. Science and "shop" classes lend themselves to these learning experiences rather naturally. Social Studies and Math are two content areas that are more amenable to this approach. I do believe that Langugae Arts probably poses the biggest challenge in figuring out ways to use constructivist methods, especially with younger learners.
The issues I face as I examine ways to use these methods in my class often comes down to a battle between standards, grade level expectations, and the curriculum, versus meaningful learning experiences. I tend to either struggle to find constuctivist experiences that align to the curriculum, or I find wonderful projects that do not align to the curriculum. With so much curriculum to teach in a year it's really difficult to justify incorporating a valuable learning experience that is not in the curriculum even when I know it would hold a high interest and motivational level for my students, and present enriching learning experiences.
Have you ever used a project that did not align with your curriculum based solely on the level of value the learning experience would create for your students?
HI Max,
ReplyDeleteI love the final project you describe. It sounds like the students have to really think and create at the same time. I have to think that it provides true learning for your students.