Constructivist Learning

1. Using the case of how electricity works to light a light-bulb, describe at least 5 aspects of constructivist learning/teaching that are demonstrated in Can We Believe Our Eyes?

• Students are given materials (wires etc.) and are told to make the lightbulb light, but are not given any instructions as to how to do this. This helps students reconstruct in their minds what they already know about the workings of a lightbulb in relationship to electricity.
  
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  In helping with metacognition and logical thinking, when experimenting with light bulbs, students were instructed to write down all positive and negative results and are reminded that we learn from what doesn't work as well as for what does work.
  
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  Cooperative learning: Students are encouraged to work in small groups during the experiment.
  
  
• To encourage social learning, while working in small groups, the verbal discussions help students think aloud in a nonthreatening environment.
  
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  Building on prior knowledge, after the students have discovered for ways to light the lightbulb, she challenges Them to revise their early speculations of how a lightbulb should light, to how it actually does.
  

2. Based on what you learned from all the videos, what socio-cognitive and constructivist ideas might you need to consider when planning your own lessons within your own domain of knowledge?


Children See Children Do was heart wrenching, reminding me as a teacher to always be a good example in my actions, even when I don't think anyone is watching. Often, adults tend to forget, and let their guard down when only children are present. Unfortunately, children are most vulnerable to bad reactions in adults. The social cognitive theory states that people learn from others through modeling, behavior, and observing. Children do learn constructively, by observing patterns and behaviors in others. When the behaviors are observed in those they love, children are motivated to emulate them, even if these behaviors are bad or wrong. They will learn these and continue the circle.


Albert Bandura said that the content of textbooks is perishable, but the tools of self directiveness serves one well over time. This reminds me that often the material is immaterial. Our ultimate goal is to teach students how to learn independently, which can be more important than what they learn.

When what we see doesn't make sense, our minds simply reject what we see. This was exemplified in the first lightbulb experiment lesson, where one month later the teacher's star student could not explain how a lightbulb works based on the experiment. The point of the lesson being included in the video was that children may actually be paying attention while listening to an expert teacher, but may still be misconstruing what is being taught. It is very important for me as a teacher librarian someday to have a good idea of what students already know when going into a lesson.

Teaching is not simply telling students new ideas, and when they don't understand the ideas, telling them again and again. As a teacher, I will need to learn to listen to their students' reasoning carefully for indications of what they have previously learned.