Constructivist learning is a learner-centered environment where students have ownership of their learning. The students are able to take charge of learning versus the teacher lecturing straight from the book. The students are actively engaged into the lesson through hands-on instruction.
Using the case of how electricity works to light a light- bulb, I noticed many constructivist teaching/learning techniques that were demonstrated.
First, using small groups this creates a positive social climate in the classroom. This is great for the students to feel comfortable around their peers to ask and answer questions. Second, using hands-on exploration will allow the students to investigate. By creating and testing their own hypotheses will teach the students to revise and refine their own ways of thinking. Third, the teacher role is to let the students express their ideas and to hold back answers and let the students take the lead. Don’t teach by telling. Fourth, listening to others and how they reason (even if they have difficulty putting together their reason). Fifth, teachers need to understand the process in which students learn. This means going through the process of learning with your students.
I will need to consider the diverse need of each learner. Also, when planning my own lessons within my classroom I will make as many lessons, as possible, learner-centers. Therefore, the students will be able to think at a higher level. Moreover, I will give more time for mastery to be gained.
Saturday, November 6, 2010
Constructivist Learning
In constructivist learning, the teachers’ role changes from imparting information to students to asking them questions and guiding them through explorations and hypotheses to new learning. Students take responsibility for and a more active role in their learning through experimentation and discovery. The various example classrooms in the "Can We Believe Our Eyes?" video demonstrated several forms of constructivist learning, including discovery learning, guided discovery, problem-based learning, inquiry-based learning, and cooperative learning. Each of the science classrooms in which students were given the task of getting the light-bulb to light using the wire, battery, and bulbs illustrates discovery learning. Rather than memorizing facts and explanations for circuits and electricity from a teacher lecture, the students could work for themselves to discover a solution that explains how light-bulbs work using this approach.
Through the discovery learning process, the teachers also used guided discovery by staying involved, asking questions, and prompting students to consider new factors and reflect on what has or hasn’t work in order to keep them on track. The students did not always understand the basis of their observations about the light-bulbs and circuits, but the teachers used questions and hinting to keep the students focused and allow them to make the discovery for themselves rather than being told an answer by the teacher. Similarly, the Seattle teacher who gave her students materials (wire, batteries, light-bulbs) and a goal of finding four configurations to get the bulb to light used problem-based learning. Many of the students were able to create a couple of configurations, but the need to find four separate configurations led them not only into discovering how electricity works in the light-bulb, but also discussing the light-bulbs themselves and electrical currents.
Jennifer, the honors student in the physics class, demonstrated inquiry-learning in her follow-up interview when she discussed and tried to explain and draw how light-bulbs work with electricity. The interviewer was able to help her through the inquiry process about a topic she had supposedly learned over the past month, using hypotheses, experiments, discussion and reflection to help her practice and understand electrical circuits and how light-bulbs work. In all the classroom scenarios in the video, the students were engaged in cooperative learning to work through the task they were given. The students all worked with partners and/or small groups, talking through their ideas and preconceptions about the concepts being studied, as well as discussing possible solutions and why some ideas would or would not work.
After watching all the videos, I think one of the important general ideas I will need to consider and act on as a future teacher is not to presume that a lecture format and/or other method of telling students information are an appropriate and effective way to teach students and understand what prior knowledge and conceptions they have about the topic we are learning. As someone who experienced very little constructivist classroom learning, I am accustomed to lectures or other forms of telling information to teach to skills and concepts, but as the videos demonstrate, children learn by seeing and doing, and teachers have to take into account students’ prior understanding and guide them to deeper understanding/new concepts so that the learning is meaningful and actually modifies their preconceived notions. I do not want to fall into the trap of teaching solely how I learn (or learned), so I want and know I need to incorporate constructivist ideas and activities in my future lessons.
I think discovery learning, problem-based learning, and cooperative learning groups all lend themselves well to my future field of the library/media center, and the library resources can be used in collaborative lessons with other subject area teachers using constructivist learning approaches. Students can learn and practice research skills, explore new topics, and work together in small groups or partners to discuss their ideas and new learning. I also think modeling will be an effective tool for teaching students how to use various library resources.
Through the discovery learning process, the teachers also used guided discovery by staying involved, asking questions, and prompting students to consider new factors and reflect on what has or hasn’t work in order to keep them on track. The students did not always understand the basis of their observations about the light-bulbs and circuits, but the teachers used questions and hinting to keep the students focused and allow them to make the discovery for themselves rather than being told an answer by the teacher. Similarly, the Seattle teacher who gave her students materials (wire, batteries, light-bulbs) and a goal of finding four configurations to get the bulb to light used problem-based learning. Many of the students were able to create a couple of configurations, but the need to find four separate configurations led them not only into discovering how electricity works in the light-bulb, but also discussing the light-bulbs themselves and electrical currents.
Jennifer, the honors student in the physics class, demonstrated inquiry-learning in her follow-up interview when she discussed and tried to explain and draw how light-bulbs work with electricity. The interviewer was able to help her through the inquiry process about a topic she had supposedly learned over the past month, using hypotheses, experiments, discussion and reflection to help her practice and understand electrical circuits and how light-bulbs work. In all the classroom scenarios in the video, the students were engaged in cooperative learning to work through the task they were given. The students all worked with partners and/or small groups, talking through their ideas and preconceptions about the concepts being studied, as well as discussing possible solutions and why some ideas would or would not work.
After watching all the videos, I think one of the important general ideas I will need to consider and act on as a future teacher is not to presume that a lecture format and/or other method of telling students information are an appropriate and effective way to teach students and understand what prior knowledge and conceptions they have about the topic we are learning. As someone who experienced very little constructivist classroom learning, I am accustomed to lectures or other forms of telling information to teach to skills and concepts, but as the videos demonstrate, children learn by seeing and doing, and teachers have to take into account students’ prior understanding and guide them to deeper understanding/new concepts so that the learning is meaningful and actually modifies their preconceived notions. I do not want to fall into the trap of teaching solely how I learn (or learned), so I want and know I need to incorporate constructivist ideas and activities in my future lessons.
I think discovery learning, problem-based learning, and cooperative learning groups all lend themselves well to my future field of the library/media center, and the library resources can be used in collaborative lessons with other subject area teachers using constructivist learning approaches. Students can learn and practice research skills, explore new topics, and work together in small groups or partners to discuss their ideas and new learning. I also think modeling will be an effective tool for teaching students how to use various library resources.
Socio-cognitive & Constructive Learning
To me, constructivist teaching is a method where the teacher simply guides his or her students into finding the answers to a problem on their own. There are many different ways of achieving this, some of which were illustrated in the video, Can We Believe Our Eyes?
In the first scenario with the student, Jennifer, the teacher gave his students light bulbs so that they could follow along with his description of how electricity flows through it to make a circuit (1). He then had the students try to light one bulb on their own, and then three bulbs on the same circuit (2). A month later, Jennifer was asked to perform the same task, but she was unable to do so because she did not retain the information. After reviewing the materials and observing the circuit, she was then able to reteach herself how to recreate the activity (3). Jennifer also shared with the interviewer some ideas that she had that might help her teacher teach this lesson better.
The next example that used a light bulb was taught by a teacher who simply guided her students into finding the answers to their own questions by having them experiment with the problem until they were able to figure out how to light the bulbs the right way (4). One way the teacher did this was by having the students feel the heat on the batteries and write down why that happened (5). By the students actually learning this firsthand, they will likely retain the information longer that if they had just been told or shown.
The video about Albert Bandura showed me that people (especially children) imitate what they see other people doing. The video, Children See, Children Do, illustrates that the things we demonstrate to children are not always nice and there is no way to protect them from negativity unless we are proactive in not acting in a negative manner. Therefore, above all else, even above the lessons I teach, I am going to have to be diligent about the way I portray my negative emotions when I am around my students. If I get irritated with a student, I will need to learn to deal with that in a positive way. I also am going to need to be understanding with my students because I'm sure that some of them will come from negative households and they will bring that negativity into the classroom.
In the first scenario with the student, Jennifer, the teacher gave his students light bulbs so that they could follow along with his description of how electricity flows through it to make a circuit (1). He then had the students try to light one bulb on their own, and then three bulbs on the same circuit (2). A month later, Jennifer was asked to perform the same task, but she was unable to do so because she did not retain the information. After reviewing the materials and observing the circuit, she was then able to reteach herself how to recreate the activity (3). Jennifer also shared with the interviewer some ideas that she had that might help her teacher teach this lesson better.
The next example that used a light bulb was taught by a teacher who simply guided her students into finding the answers to their own questions by having them experiment with the problem until they were able to figure out how to light the bulbs the right way (4). One way the teacher did this was by having the students feel the heat on the batteries and write down why that happened (5). By the students actually learning this firsthand, they will likely retain the information longer that if they had just been told or shown.
The video about Albert Bandura showed me that people (especially children) imitate what they see other people doing. The video, Children See, Children Do, illustrates that the things we demonstrate to children are not always nice and there is no way to protect them from negativity unless we are proactive in not acting in a negative manner. Therefore, above all else, even above the lessons I teach, I am going to have to be diligent about the way I portray my negative emotions when I am around my students. If I get irritated with a student, I will need to learn to deal with that in a positive way. I also am going to need to be understanding with my students because I'm sure that some of them will come from negative households and they will bring that negativity into the classroom.
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.
Friday, November 5, 2010
Constructivist Learning
Constructivist learning is primarily centered around the student and makes them begin to take ownership of their own learning. They begin to learn new ideas through lessons that are designed to challenge them overtly and not just spoon feed them the new information. The students work in a structured and supportive environment with their peers to investigate the solutions to problems or answers to questions, which really personalizes their learning experience. This is a great way to ensure the students are internalizing the new information and processing it in a way that will make sense to them at the moment, as well as in the future.
In the video, there was an ongoing lesson about the lighting of a light bulb with high school physics students. As the one teacher from Saugus, MA pointed out, this was a lesson he had taught many times in five minutes, but the new information may not have been learned correctly nor retained for future use. The idea of implementing the constructivist style of learning in a science setting is a smart way to handle this type of because already the idea of hands on learning has been implemented through experiments. The students are able to focus on their “individual” constructivist learning through the small group lab work because they have been asked to answer a question through “discovery” (Moreno, p. 299). Another aspect of constructivist learning in this scenario was clearly that of guided discovery (Moreno, p. 300). The teachers in all of the scenarios were not giving direct answers rather they were asking more questions in return of the students to force them to think even deeper to try to make sense of the new knowledge. The experiment also clearly demonstrated John Dewey’s contribution to the constructivist theory in the teacher remained the outsider promoting “inquiry based learning” (Moreno, p. 300). The teachers remained ever involved in the small group discussions to ensure the students remained on the right track to reaching their learning goals. By forcing the students to work on solving this problem in small groups it gave them a sense of being safe to explore their own feelings, as well as encouraged them to open up socially to their peers. This is a bonus in constructivist learning because the social aspect of this learning theory is at the heart of its success. The video also showcased instances when the students were talking through their own mistakes and generating new ideas to correct those mistakes. This is an aspect of constructivism identified by Moreno wherein she states group work enhances understanding “because [the students] are encouraged to clarify and organize their own ideas, elaborate on what they know, discover flaws in their reasoning, and entertain alternative perspectives that may be as valid as their own” (p. 302).
I think being a school library media specialist (SLMS) would lend itself well to using the constructivist theory of learning because much of what is taught in the library setting could be construed as research or experimenting. The use of small groups to answer research questions and develop information seeking skills is completely appropriate in that using each other to come up with efficient ideas is great. The students will be able to develop skills in their groups to use in their content area classes and they can work on the social development skills in the mean time. If the kids are working on an independent project for a class they would still be able to pick the brains of a classmate to make sure they are on the right track and being the SLMS, I would not necessarily have to give the answer to the student straight up. There is a way to encourage the constructivist learning by asking the student pointed questions to keep them on the right track.
Socio-cognitive learning is probably not something I would focus heavily on when developing lessons or curricula. It has strengths in that it helps the students develop a positive attitude about their own capabilities in learning and also helps them set learning goals. These are good building blocks for a successful educational journey. If this theory were to be used, it is a good idea to focus on helping the students develop their self-regulation skills and make sure they are continuously moving in the right direction, which is feeling good about their accomplishments.
Moreno, R. (2010). Educational psychology. Hoboken, NJ: John Wiley & Sons.
In the video, there was an ongoing lesson about the lighting of a light bulb with high school physics students. As the one teacher from Saugus, MA pointed out, this was a lesson he had taught many times in five minutes, but the new information may not have been learned correctly nor retained for future use. The idea of implementing the constructivist style of learning in a science setting is a smart way to handle this type of because already the idea of hands on learning has been implemented through experiments. The students are able to focus on their “individual” constructivist learning through the small group lab work because they have been asked to answer a question through “discovery” (Moreno, p. 299). Another aspect of constructivist learning in this scenario was clearly that of guided discovery (Moreno, p. 300). The teachers in all of the scenarios were not giving direct answers rather they were asking more questions in return of the students to force them to think even deeper to try to make sense of the new knowledge. The experiment also clearly demonstrated John Dewey’s contribution to the constructivist theory in the teacher remained the outsider promoting “inquiry based learning” (Moreno, p. 300). The teachers remained ever involved in the small group discussions to ensure the students remained on the right track to reaching their learning goals. By forcing the students to work on solving this problem in small groups it gave them a sense of being safe to explore their own feelings, as well as encouraged them to open up socially to their peers. This is a bonus in constructivist learning because the social aspect of this learning theory is at the heart of its success. The video also showcased instances when the students were talking through their own mistakes and generating new ideas to correct those mistakes. This is an aspect of constructivism identified by Moreno wherein she states group work enhances understanding “because [the students] are encouraged to clarify and organize their own ideas, elaborate on what they know, discover flaws in their reasoning, and entertain alternative perspectives that may be as valid as their own” (p. 302).
I think being a school library media specialist (SLMS) would lend itself well to using the constructivist theory of learning because much of what is taught in the library setting could be construed as research or experimenting. The use of small groups to answer research questions and develop information seeking skills is completely appropriate in that using each other to come up with efficient ideas is great. The students will be able to develop skills in their groups to use in their content area classes and they can work on the social development skills in the mean time. If the kids are working on an independent project for a class they would still be able to pick the brains of a classmate to make sure they are on the right track and being the SLMS, I would not necessarily have to give the answer to the student straight up. There is a way to encourage the constructivist learning by asking the student pointed questions to keep them on the right track.
Socio-cognitive learning is probably not something I would focus heavily on when developing lessons or curricula. It has strengths in that it helps the students develop a positive attitude about their own capabilities in learning and also helps them set learning goals. These are good building blocks for a successful educational journey. If this theory were to be used, it is a good idea to focus on helping the students develop their self-regulation skills and make sure they are continuously moving in the right direction, which is feeling good about their accomplishments.
Moreno, R. (2010). Educational psychology. Hoboken, NJ: John Wiley & Sons.
Constructivist Learning
What are features of constructivist learning? Before answering that question, I think it will serve justice if we knew how constructivist learning is defined. Contructivist learning is more of a theory of knowledge and how humans generate knowledge and meaning from an interaction between their experiences and their ideas. The video "Can we believe our eyes" portrays numerous ways of constructivist learning. The students in the video were gaining knowledge through their experience with making a light bulb operate. Engaging and challenging the learners conveyed an implicit aspect of of constructivist learning in a way that each student found themselves understanding in a way that they never have. Being that the students were able to talk amongst each other and converse with the teacher showed them a lot of social constructivism from a learners point of view as well as a teachers point of view.
Speaking of social constructivism leads me to speak on what I would do if I were in the shoes of the teachers from the video "Can we believe our eyes". Being that my main lesson plans would consist of mathematics, general statistics, I think discussing statistical parameters used by the U.S government would be a good socio-cognitive idea. However, for a constructivist idea, I would use a lesson that involved the students getting into groups and working together to gather data, do calculations, and brainstorm conclusive ideas. The purpose of these learning aspects would be to convey a purpose of statistics, so that the students can better understand the material rather just remember for the moment.
Speaking of social constructivism leads me to speak on what I would do if I were in the shoes of the teachers from the video "Can we believe our eyes". Being that my main lesson plans would consist of mathematics, general statistics, I think discussing statistical parameters used by the U.S government would be a good socio-cognitive idea. However, for a constructivist idea, I would use a lesson that involved the students getting into groups and working together to gather data, do calculations, and brainstorm conclusive ideas. The purpose of these learning aspects would be to convey a purpose of statistics, so that the students can better understand the material rather just remember for the moment.
Thursday, November 4, 2010
Constructivist Learning
According the Moreno text, constructivist learning involves the social influences on a student, such as culture, history and direct interaction with others. It also involves how students construct knowledge within themselves, as well as how they co-construct knowledge with others. When looking at the video, I think that five aspects of constructivist learning/teaching that are represented include:
- discovery learning
- inquiry-based learning
- cooperative learning
- classroom discussions
- Problem-Based learning.
Discovery learning is demonstrated in the Seattle high school when the teachers ask the students to find four different configurations of lightbulb, battery and wire that will successfully illuminate the bulb. The teachers help lead the students to the answers by asking them questions and suggesting that they write down each configuration attempted, whether it worked or not. However, the teachers don't just simply give their students the answers. It is up to the students to figure out the configurations on their own.
Inquiry-based learning is also demonstrated by the above example, as it was mentioned that the teachers use questions to engage their students curiosity and encourage them to attempt new configurations. Inquiry-based learning is also demonstrated earlier in the video when one of the representatives from the video's production team is shown working one-on-one with one of the students from the school in Massachusetts. During that segment the teacher asks questions of the student to gauge her understanding of the lesson, as well as get her to think more about the process. The teacher also asks her to draw pictures of her concept of the lesson and then asks her to explain her reasoning for the drawing. Also, through the use of a bulb, wire and battery, the teacher asks the student to demonstrate how a circuit works and if the circuit that she created will successfully light the bulb. Through the use of all of the questioning, drawings and the actual creation of a circuit, the teacher was able to help the student understand that the circuit will work, even without the piece that holds a lightbulb in place.
Cooperative learning is demonstrated in the Seattle classroom, as the students work in groups to help each other discover which configurations will be successful in lighting the bulb. There were examples of students helping other students in a smaller group setting, as well as the teacher calling on students to demonstrate their understanding of the lesson to the entire class.
Problem-based learning is also demonstrated in the Seattle classroom. The problem posed to the class was to make the lightbulb glow with a battery and just one wire, when using two wires would make the experiment much simpler. The teachers also ask the student to provide four successful configurations of a circuit. As mentioned in the discovery learning example, the teachers don't provide the students with any easy answers as to how to create a circuit with only one wire. Instead they provide the basic information that the students need to know and the ask them questions, so they the students will think about their problem and how to successfully overcome it.
Examples of classroom discussions are demonstrated in both classrooms shown in the video. Both groups of teachers allow their students the freedom to ask questions and interact with each other, which helps to promote an open classroom and generates thoughtful discussion. As was mentioned in the previous examples, when the student seem to get stuck on a specific concept, the teachers in the various classrooms ask their students more questions to encourage additional thoughts on the lesson. The only information that is ever given out are the basics of how a circuit works.
Since I am studying to become a school media specialist I feel that both the inquiry-based learning and cooperative learning aspects of constructivist learning/teaching would be appropriate in a library setting. Inquiry-based because it is a way to help guide a student on the search for what they looking for by asking them questions about their topic, such as:
- what is your information need?
- where have you already looked or what have you already tried?
- are you happy with the results for far?
By asking the student these questions, instead of simply pointing them to exactly what they are looking for, the student will learn from their search process and, hopefully, become successful at it. The next time a student needs to perform additional searches, they should be confident to complete them on their own. Cooperative learning because the library environment is such an open environment that it encourages cooperation among students and faculty. Teachers and librarians can help their students use the library, as well as students helping students in the event that some students are more comfortable in the setting that others. I have visited a local middle school media center on several occasions for past assignments and there have been many moments in which students have helped their peers to understand the lesson they were being taught. I'm sure that any of the above mentioned teaching and learning styles would be appropriate for the library setting, it's just that inquiry-based learning and cooperative learning are the first two that came to mind as natural matches to the library environment.
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