Constructivist learning and its use in a school media library setting

In the video learning was promoted by both individual and social constructivism.  By giving the students a light bulb, battery and wire the teacher promoted discovery learning by asking them to solve the issue of how to make the light bulb light.  The teacher then provided hints and asked questions for guiding the students to the desired conclusion. These questions about how they might go about getting the light bulb to work led students to make hypotheses for inquiry-based learning.  Thus making the teacher’s guided learning technique was more effective at promoting the retention of a concept.

Journal work and having the students write down what they think might happen is a form of cognitive constructivism and helped the students begin with the knowledge that they already possessed.  It set the stage for the students to apply and introduce new information into that preconceived setting.

By pairing the students in small groups to explore the light bulb lesson together social constructivism is used and the children partake in cooperative learning.  This also encourages interaction and the introduction and assimilation of new information. 

 In a school media setting I will use the constructivist learning techniques by taking into consideration the student’s held beliefs and allow them to start from where they are currently in their preconceived ideas.  I will have the students use what they know to construct their understanding of the concept.  In order to promote retention of information I will allow students to experience their own research.  Instead of simply asking a question and giving them the answer.

I will have students conduct their own trial and error and reach their own conclusion.  By guiding the student by asking probing questions that encourages thinking in the way that you feel as the teacher will lead them to the desired conclusion I hope to encourage their curiosity and a deeper way of thinking instead of simply reiterating what they are told.  I will also make certain that the students are given the necessary materials for success and encourage self efficacy. 

In a library setting this might appear in a lesson of giving them a question and having them get into small groups to write down their preconceived ideas of how they might find an answer. I would then have them work together to find ways to do the research and find the answer.  During the lesson I would check on each group and ask guided questions to help them acquire the desired information.

I think this method is very effective because it promotes curiosity and allows the students to use creative thinking and be engaged in learning.  This leads to a deeper understanding of a concept and better long term retention.