A constructivist classroom sets “lesson/unit goals and expectations at the outset, so that learners understand what hey are trying to achieve and the level of that achievement” (Orey, 2001, p. 5). Once that is established, the students use their prior knowledge and resources to discover their objective. This can be done through project-based instruction, problem-based instruction, or generating and testing hypotheses. The online tools that I looked at under this week’s resources were a great way to come up with the objective of the lesson and then build off of that. Also, there were many lesson plans to get teachers going and more ideas on how to implement this type of instruction.
Project-based learning is a way to “engage learners in learning” which is a major component in constructivism (Orey, 2001, p. 6). These “projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project” (Orey, 2001, p. 9). Through the process of students developing projects, they are building off of their prior knowledge to collaborate and come up with new ideas. This type of instruction is student centered with the teacher acting as a facilitator.
Problem-based instruction “encourages question posing” that is related to real life scenarios (Orey, 2001, p. 6). It also “addresses broader learning goals that focus on preparing students for active and responsible citizenship” (Orey, 2001, 4). This type of instruction is a way for students to use resources to solve a problem or a question that is meaningful to them or their group. There is a purpose for their learning, which creates a high level of learning.
“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). The first couple of times that students attempt this there will need to be some teacher interaction to help guide them through the process. As the students continually generate and test hypotheses, they will understand the process and become more in-depth in their learning. This helps the learner test their hypotheses and learn at a higher level.
Resources
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Jenna,
ReplyDeleteI think you made a very good point when you discussed problem based instruction. Students need to feel there is a purpose for what they are doing. I teach high school computer classes and if my students don’t feel that what they are working on is meaningful than I rarely get quality work turned in. Technology is a great way of enhancing projects, but the project must be thought out and have relevance and meaning for our students.
Matt
Jenna--
ReplyDeleteI find that I do a lot of problem-based instruction in my classroom. A lot of times I feel like what we do in the classroom is routine and so the children think that they are just "supposed" to do that. I want my students to know why they are learning what I am teaching and how it is going to help them. I try to step back from daily routines, switch it up and surprise my students.
Jenna,
ReplyDeleteWhat types of problem-based projects have you used in your classroom? I would think that teaching math the possibilities are endless. Are there any that really stand out as successful?
John
Jenn and Matt,
ReplyDeleteI would have to agree about students wanting to know why they are doing what they are doing. Many times students are not in my class because they want to be, but rather, they know they have to have a language to graduate and believe that ASL will be the easist language to learn. So, when I try to explain the relevence of something, they claim they won't need it in the future. I'm hoping that the more technology I can find to use in my classes, the more "fun" the students will have, and finally decide that this language is important!
John,
ReplyDeleteThe projects that I have recently tried are having my students make podcasts to review material. Also I had my middle school students make a coordinate plane, label all of the parts, and graph points all on the floor with tape, markers, and tiles.
As most people have already said, I agree that students want clarification as to why they have to do something. When you can show them the connection to their own life, it becomes more real and they will hopefully remember it!
ReplyDeleteI agree that some projects support the idea of constructivism, but I think that some teachers create projects requiring such low levels on Bloom's taxonomy that they are not truly effective. It is key to stress the importance of quality projects and not just cute, busy work.
ReplyDeleteGreat, in-depth look at many of the strategies presented by our resources this week.