Dr. Orey provides us with this look at constructionist learning theory: “Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others (2001).” This excerpt encompasses the anticipated result of the implementation of Learning By Design, Project-Based Learning, and Problem-Based Instruction.
Learning By Design is most effective when the learner is the designer and creator of the shareable artifact (Orey, 2001). The learning is coming from those that are creating with their hands-on interaction with the process. Project-Based Learning has the learners choosing their topics, the content and the method of presentation (Orey, 2001). The learners are taking ownership in every step of the process. Problem-Based Instruction has students actively working to resolve complex problems in real world situations (Orey, 2001). They are coming up with the ideas that are going to be the solutions to those realistic problems.
I think it is very clear that all three of these strategies are, without question, constructivist learning theories. The students are actively involved in every step of the process. They determine the path of the research and the manner in which the result is presented. This result is an artifact or piece that can be shared with others and is something in which they have worked and decided on with little restriction from the teacher.
It is interesting to think about my own classroom instruction (and possibly yours as well) and how often the curriculum can get in the way of creating these types of results in which students are excited and motivated to produce a product that they want to produce. I can only imagine what that is like for my students when they have that freedom sometimes but not all of the time. I think my eyes are starting to open up to some of the ways in which I can create these opportunities for my students on a regular basis.
References:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Ray,
ReplyDeleteI too love these methods of teaching. I think that students really take away an experience that they will remember, which is directly tied to the academic content. These project based activities are time consuming. Do you feel that today's administration and assessments match up with what we are learning? I often feel frustrated due to the inconsistency.
Thanks,
Nicole Feldvebel
Raymond,
ReplyDeleteProject based learning, problem based learning, and learning by design are certainly constructivist learning theories. In the text, Using Technology with Classroom Instruction that Works, the instructional strategy of generating and testing hypothesis also correlates with the constructivist learning theory. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Using this strategy, students are given the opportunity to take learning into their own hands. They are actively getting involved and are constructing their learning. It is always great to see when students are exciting about learning and to see their final products of learning to share with others. I like your enthusiasm and positive thinking!
Do you find yourself using this strategy in your classroom? In the past, I have used generating and testing hypothesis in my Social Studies unit where we have made predictions about economic and social patterns.
HanNa Chung
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Nicole,
ReplyDeleteI don't feel like the majority of our assessments match up with what we are learning. I also feel like administrators allow you a little freedom to explore these areas but I am not sure they truly believe in it. I think the larger test would be if they would back you up if a parent called these strategies into question or if the school board/superintendent disagreed witht these strategies.
Thanks for commenting.
Ray Brassard
HanNa,
ReplyDeleteI rarely use generating and testing hypotheses as a strategy because many of my students have been exposed to the material by a previous class or teacher. While this is not the design of these "previous classes", teachers feel the need to teach content that is outside the scope of their class because they are more comfortable or excited about it. It then takes away the part of generating a hypotheses that I think is the most valuable, developing a thought, question or idea without knowing what the actual answer is.
Thanks for commenting.
Ray Brassard