EDUC 6711 - Constructivism and Constructionism in Practice

Constructivism and Constructionism in Practice

      

           Constructivism and Constructionism are similar philosophies that deal with how learners assemble knowledge. Constructivism is the idea that knowledge is built by an individual who actively constructs the meaning of information (Orey, 2001). Constructionism builds upon that thought process. According Orey (Laureate Education, Inc., 2011), constructionism is a theory of learning with the belief that an individual learns best when he or she can build or create a product to share with others. One of the difficulties with incorporating some of these project and problem-based activities in to our classroom is that it takes a great deal of planning and preparation (Orey, 2001). Technology can be a great way to help both teachers and students develop a product or artifact, and it can aid in problem-based inquiry. Using Technology with Classroom Instruction that Works (Pitler, Hubbell, & Kuhn, 2012) looked at how technology could be used with constructivist/constructionist theories by addressing the area of generating and testing hypothesis. We also reviewed the ideas of project-based learning and problem-based inquiry and instruction. Let’s take a closer look at how each instructional strategy relates to the principles of constructivist/constructionist learning theories.

Generating and Testing Hypothesis

Pitler et al. (2012) say generating and testing hypothesis is a type of approach where teachers are seen as facilitators of learning rather than lecturers dispensing information. The students are actively engaged in the learning process as they complete in-depth, critical thinking and problem-solving tasks that allow them to have a deeper understanding of content knowledge. They believe that when students are generating or testing hypotheses, “they are engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content” (Pitler et al., 2012, p. 204). With advances in technology, teachers are better able to plan projects and lessons so students can interpret data rather than waste their time gathering and calculating data (Pitler et al., 2012). Obviously, spreadsheets have become a powerful tool in aiding students to collect and analyze data. Also, graphic organizers can be used through various technological programs and applications to provide a framework for students as they begin any type of product or project-based learning. Instructional interactives and other forms of media can allow students to partake in real-life simulations to test out their ideas and gather feedback.

PowerPoint for "I Can't Wear What?" activity

Personally, I have used many different media tools and interactives to teach my learning support writing students. A specific tool I used to generate and test hypothesis with a persuasive unit last year was a PowerPoint presentation that I found on the Internet called “I Can’t Wear What?” It is an interactive lesson on freedom of speech and looks at both sides of an argument. Students have to generate possible response to different situations and get feedback about their ideas. It was a nice way to start a unit on persuasive writing, introduce the students to the various concepts of “argumentative” styles of writing, Furthermore, students could try their hand at formulating their own argument and supporting reasons. You can find more information here:

https://www.icivics.org/teachers/lesson-plans/lesson-2-i-cant-wear-what

Project-Based Learning

            Project-based learning is a constructionist view of teaching in that it is a student-centered learning environment where students create a product with learning outcomes that are “based on authentic and real life experiences with multiple perspectives” (Han and Bhattacharya, as cited in Orey, 2001, para. 2). It involves complex activities that take place over extended time in multiple stages with authentic content and assessment and a teacher acting as a facilitator of learning. The students choose their own activities and product based on explicit educational goals. They conduct research, work with others, gather feedback from teacher and peers, and synthesize information after reflection (Orey, 2001).

            Project Foundry (n.d.) has an excellent description that perfectly defines project-based learning:

Projects that come out of project-based learning classrooms are like snowflakes and fingerprints - no two are ever alike. They may share characteristics, topics, subjects and titles, but they’ll always be different. The proposal will be different. The path the student takes to complete the project will be different. The advice from teacher to student will be different. And, of course, the end result will be different. (para. 1)

            Project-based learning relates to many of my writing units because each student must submit a different proposal for their writing assignment. In particular, our research unit asks students to write a proposal that identifies a person of historical significance while outlining their contributions to their particular occupation. The students must then devise a research plan based on their self-selected person, identify specific “focus areas” (which are key events, creations, or a time period in their person’s life), investigate resources to use in their research, take notes, and create a report as well as a group skit about their chosen person. Obviously, the path each student takes to complete his or her project will be individualized.

Problem-Based Inquiry/Instruction

            Problem-based instruction is similar to project-based learning in several ways. Both models are student-centered and involve complex thinking activities that are authentic or realistic in nature. Both include collaborative experiences where students obtain feedback from their peers as well as the teacher, reflect on that feedback and incorporate it in to the final product or result. The key difference is that problem-based instruction is focused around a problem or question rather than creating a product or artifact (Orey, 2001). Glazer (as cited in Orey, 2001) outlines some key characteristics of problem-based instruction:

1.)   The focus of learning is based on a question or problem that has many answers and/or solutions.

2.)   Again, the learning is focused on the student where the teacher aids the learning process.

3.)   Collaborative inquiry occurs throughout the process.

4.)   Learning occurs as a result of process and steps taken to answer the question. It is not defined by curriculum.

As a learning support teacher, I have not had many opportunities to incorporate problem-based instruction in to my classroom because my students often struggle with thinking critically. I also feel like my subject area, writing, does not lend itself to this type of instruction, as we complete more project-based learning. I am open to suggestions as to how to incorporate more problem-based inquiry and instruction in to my learning support classroom.

Overall Thoughts

            While there is still a place for traditional teaching methods like drill and practice and sometimes a brief lecture, non-traditional methods like project-based learning and problem-based instruction allow students to experience things first hand, tackle real life problems, and discover learning with their peers while being aided by a teacher. While these strategies take a long time to plan and must include explicit learning goals, the end result is more likely to be better student engagement, motivation, and achievement.

References

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Project Foundry. (n.d.) PBL: The better way to learn. Retrieved from http://projectfoundry.org/project-based-learning-explained/project-based-learning-lesson-plans.html