“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,
2012, p. 204). No longer confined to science labs in schools, hypotheses,
predictions, data collection, reflection and results are used in classrooms
throughout schools, providing students with constructing their own learning. In
classrooms where constructionism takes place, teachers are facilitators and students,
using critical thinking and problem solving, construct artifacts relevant to
their lives.
Incorporating problem based learning, students focus on
solving a real-world problems where there are no definitive answers; “knowledge
is constructed within each individual or community based on the learner’s or community’s
prior knowledge, values, beliefs, and perspectives” (Orey, 2001, para. 21). Students’
work collaboratively to synthesize their information, compare findings and
create a project that demonstrates the learning and illustrates their results
and possible solutions. Students are lead, not by curriculum, but by finding a
solution to s real-world problem.
Through project-based learning, students plan a project
lasting more than a few class periods with multiple steps. Learning is student
centered, stressing collaboration, reflection, time management, authentic
content and assessment, and culminating with the creation of an artifact
representing knowledge learned. Project based learning is assessed by peers and
teachers, in addition to self-assessment and reflection, allowing for revision
of projects and artifacts.
Another example of constructionism is learning by design,
which “emphasizes the value of learning through creating, programming, or
participating in other forms of designing” (Orey, 2001a, para. 5). Given clear
expectations, students understand what is expected, the learning objectives and
the evaluation used, and, at the same time they are in charge of their
learning. As the teacher becomes a facilitator, the student makes decisions regarding
their project while planning the construction of their artifact. Throughout the
process, learners receive feedback and self evaluate, from which they can
reflect (Orey, 2001b, para. 8).
Whether one uses project or problem based learning, or
learning by design, they all exemplify the theories of constructivism and
constructionism; learning is constructed within the mind of the learner, not transferred
from the teacher. Students lead their learning, examining real-world problems
or issues and ultimately finding solutions depicted in artifacts that are
reflected upon and shared.
References
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using
technology with classroom instruction that works (2nd ed.). Alexandria,
VA: ASCD
Orey, M. (Ed.).
(2001b). Problem Based Instruction. Emerging perspectives on
learning,
teaching, and technology. Retrieved
from: http://epltt.coe.uga.edu/index.php?title=Problem_Based_Instruction
Orey, M. (Ed.).
(2001a). Constructionism, Learning by Design, and Project-Based Learning. Emerging
perspectives on learning, teaching, and technology. Retrieved from: http://epltt.coe.uga.edu/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning
I had an experience this week that really related to constructivism. I think my team of English 9 teachers and I did a really great job of planning out a new and dynamic unit on Romeo and Juliet. We had planned everything, except for the final summative assessement. We ran out of time in the school year for the project-based learning that I had worked on. How do you feel PBL (project or better yet problem)fits in with backward design theory?
ReplyDeleteGood questions Erin,
DeleteGenerally speaking, with backwards design, one identifies the results and learning goals, builds assessment, then plans the activity, seemingly teacher centered. In problem based learning, students take the lead organizing their learning, research ideas, presenting hypotheses, reflecting and revising and finally sharing their results. Through this process the teacher is the facilitator, not the center leading the learning.
I think with both backwards design and problem based learning, learning goals can be established and aimed for, but results can't be completely set. In problem and project based learning students develop their ideas and discover their own solutions and results. To me, the traditional backwards design model is anti constructionism, but with more flexible and open thinking, backwards design can work with both project and problem based design.
I hope I answered your question. I would love to hear about your Romeo and Juliet unit. I am changing jobs and will be collaborating with middle school teachers and would love to have some ideas of how to incorporate tech into english subjects.
Hey Sarah!
ReplyDeleteGreat post! I like how you discussed each type of learning in detail. I feel very strongly about all three types of learning and feel like each one has many benefits. If we incorporate all three into our classrooms, our students will benefit! Solving problems to real world situations and creating artifacts are a couple of ways that constructivism is reflected in project based learning (Orey, 2001). Students will learn and remember things much easier if it makes sense to them and if they can relate it to their world. For example, the math problem from our text this week was relatable and easy to understand (Pitler, Hubbell, & Kuhn, 2012, p.208). Reading this question made me want to figure out the answer because it is something that I can relate to and need to know. But do I really care about how fast train one and two are leaving from the station? No! And unfortunately those are the types of questions that we had to answer when I was in school.
-Joanna
Resources
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 (2nd ed.). Alexandria, VA: ASCD.
Hi Joanna,
DeleteWhen I was in junior high, I fought with my algebra teacher, because I could not perceive any real world situations where I would need to use algebra. In college when I took algebra, I gave over to it and viewed it as a puzzle to solve. Had I been given examples of how I might incorporate it into my life, or been told how the processes learned would benefit me, I think it would have helped tremendously. I had a hard time doing something, as I saw it, just for the sake of doing it. I was the student, I wouldn't want to have!
Giving students real world situations which to solve, or create artifacts from, makes the learning so much more meaningful.
Sarah