Constructivism is a theory of knowledge while constructionism is a theory of learning based upon the idea that the best learning takes place when students construct their own knowledge (Laureate Education, Inc., 2009). This week I read about the instructional strategy Generating and Testing Hypotheses in the book Using Technology with Classroom Instruction That Works. This strategy correlates with the constructionist learning theory and should be used in the classroom. In addition, I read about project-based and problem-based learning tools and learned how these connect to constructionism.
Generating and testing hypotheses allow students to make predictions, apply their knowledge, and develop a strong understanding of the material as they modify their thinking based upon experiments (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology aids students in generating and testing hypotheses as it shifts the time from collecting data into interpreting it (Pitler et al., 2007). For example, the formulas in Excel spreadsheets allow students to spend more time analyzing data then figuring it out. I wish teachers used this when I was younger. This technology provides the learner with more time to look at data in different ways and in various graphs and charts so they can make better conclusions. I believe this helps students stay more engaged and active in their construction of new knowledge (Laureate Education, Inc., 2009).
Problem-based learning tools support the theory of constructionism. Problem-based learning challenges students to problem solve in authentic settings using higher-order thinking skills and it requires teachers to give students control over what they learn and just provide support (Glazer, 2001). WebQuests are an element of problem-based learning I have used in the past and I find my students enjoy. Scholastic’s Thanksgiving WebQuest tends to be their favorite (http://www.scholastic.com/scholastic_thanksgiving/feast/webquest.htm) even though this one is not set-up in a traditional format. This inquiry-based tool encourages students, while online, to learn information about a topic to make a decision or respond to an issue (Glazer, 2001). WebQuests tend to follow similar formats and it is easy for my students to navigate. My students construct their own knowledge about a topic to arrive to a conclusion by the end of the WebQuest.
Project-based learning tools support the theory of constructionism as well. Project-based learning is an approach that requires learners to engage in a long-term project while collaborating with others in complex activities (Han & Bhattacharya, 2001). I will admit I do not use this type of learning very often in my classroom. I find it difficult with third graders to work on projects without a lot of direction from me. However, teachers who support the constructionist theory will want to include PBL in the classroom. PBL is a very learner-centered activity that requires students to participate in inquiry, communicate their ideas, and reflect on their own learning (Han & Bhattacharya, 2001). PBL has been shown to increase problem-solving abilities and motivation for learning (Han & Bhattacharya, 2001). Isn’t this what every teacher wants to have in their classroom?
As seen from the information provided above, all these instructional strategies support the constructionist view of learning. Generating and testing hypotheses, project-based learning, and problem-based learning are relevant to today’s students. They should be used in the classroom to give students opportunities to be actively engaged in creating artifacts, making predictions, and solving problems. All of these activities let students take charge of their own learning and build up their knowledge both components of constructionism.
References
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 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 from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2009). Program number 7: Constructionist and constructivist learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thank you for posting the Thanksgiving Webquest link! I love it! When you have used this with your students before, did you have them complete it independently? With a partner?
ReplyDeleteI have not used a lot of project based learning in my classroom either, but am excited to find ways to incorporate it successfully in order to build students' skills and understanding in a variety of areas. I am teaching sixth grade this year, but taught four years of third and I know exactly what you mean when you said it is hard to give them a project to work on independently. Have you ever tried to group students and have them work on a project together?
While looking through the project-based websites on our resources this week, I came across Astroventure (http://astroventure.arc.nasa.gov/). This is a pretty cool site and supports what we learned this week regarding creating and testing hypotheses. On this website, students can change features to our Solar System and view how these changes affect Earth. It also allows students to greater understand why parts of our Solar System are so important and vital to our survival, such as the Sun. I'm not sure if Solar System is a third grade standard for you in Arizona, but it is in California. Also, I’m not sure if this website could be useful for you, but it seemed interesting and a great resource for third grade. While third graders would still need guidance and support with this activity, you might be able to group them so that they are more successful.
Usually I have students do that WebQuest alone, but this last year they were allowed to work with a partner if desired. I will send you an e-mail with a fill-in-the-blank worksheet the students complete as they go. This way I can assess its completion.
ReplyDeleteI have tried grouping my students, but often I spend time dealing with management and it is exhausting. I need better ways to have students get along and to have them all doing equal amounts of the work.
I think I have mentioned before that this year I will be moving to 3rd grade after teaching 1st for a few years. I am very exctied for the challenge but I am also a bit anxious. Like you said it is difficult to have students complete a task or project without your guidance and instruction. How do you overcome these obstacles. I find it difficult sometimes to "give up control" in my classroom; especially some years when the overall chemistry in the class isn't very good. I think we have all experienced years when giving up control is not really an option. -Jessica (I don't know what but for some reason I was having a hard time posting from mu google account so I just did it as anonymous until I figure it out)
ReplyDeleteHi Christa and Anonymous,
ReplyDeleteIt is very hard to find ways to successfully group students and manage those groups. I agree with you that it is often exhausting and usually doesn't work easily.
A couple things that I have tried that sometimes work, sometimes doesn't, is allowing students to choose their partners, or choose to work independently, with the expectation that they are not allowed to leave anyone out. This has seemed to work fairly well for me when grouping students because students can find other students they work well with, or choose to work alone (as many prefer). I always tell them that when choosing their own groups if they are off task at all, I will move them and they will work alone or work with a group of my choosing. While this doesn't always work because of the same frustrations you mentioned, I have noticed that when I allow them to choose how they want to complete the project and set clear expectations for them, they seem to do okay.
I also group my students frequently using Kagan structures. Are you familiar with Kagan? It has great strategies for grouping students in a variety of activities. One thing I do to ensure all students at a group are equally participating is giving them a letter that corresponds to a responsibility within their team. (For example - A is in charge of reading the question, B is in charge of reading the answers, C is in charge of answering the question, D is in charge of agreeing/disagreeing with C's answer and telling the team what to write. ) I use this a lot for review in my classroom. You can change the responsibilities of each letter depending on the activity. After every question, students switch their letters in a clockwise motion so that they are always responsible for a different part of the problem. This has worked with my third graders beautifully! It takes a lot of training, but once they have it down, it works great! I also hold the expectation that they should all have the same answers or same work at the end of the activity. If not, that shows me that they weren't listening carefully to their team and then that student owes me a recess.
Let me know if you have questions about this strategy at all. I love Kagan!! Take a look at some of their ideas and activities if you are unfamiliar. It changes the classroom environment and puts more of the learning on the students (it also helps them learn how to work together... but this isn't always easy, and some students never seem to be able to work with peacefully with others :)
http://www.kaganonline.com/
Heather -
ReplyDeleteThank you so much for your insightful comments. I have never heard of Kagan before so I appreciate the information. I will definitely try some of the strategies you suggested this upcoming school year.