Often when we think of building, we picture hammers, nails, or building blocks. The constructionist theory is based on creating personal artifacts or learning while building (Laureate, 2008). However, an artifact can come through creating a spreadsheet, word document, power point, or other technical avenue. When students build or create a document, they are applying information learned and demonstrating knowledge, all while being immersed in the process (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
The common thread between the constructionist theory and generating hypothesis and problem / project based learning, is that the learner is engaged in the process and is leading the discovery. The learner is forced to either assimilate or accommodate new information to maintain equilibration (Laureate, 2008). The information needs to be relevant to the content and the output based on student choice. The role of the teacher in problem based learning is that of a guide, allowing the student to be increasingly involved (Orey, 2001).
When students link or network new information to their schema, they are helping to create long-term memories. This will allow students to apply the information to higher level thinking and create a first hand artifact using technology.
References:
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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Courtney,
ReplyDeleteI have really gained a lot of knowledge about how students learn and what works best in terms of best teaching techniques the past few weeks. Your comment about creating long term memories is exactly what I strive for as a teacher.
Are there any specific artifacts that you have students build using word, excel, or power point?
Travis
Courtney-
ReplyDeleteComparing the construtionist theory to building is a perfect way for a teacher to develop constructionist type units.
Creating long term memories is something that our students need to do to retain information and this would be a great way for them to acquire the knowledge needed.
-Meghan
Courtney~
ReplyDeleteI totally agree with you that content needs to be relevant to our student's lives and we as educators need to direct that learning. I try to make all of my projects and some of my readings pertinent to the subject matter but also fun and interesting for the students. If they are on board and interested there higher level thinking and great discussions can arise. What types of projects to you employ within your classroom.
~Michele
Hi All,
ReplyDeleteTravis and Micele, I have used the following projects and had student's create associated artifacts.
In Geography I have the students create an itinerary for a world tour that our principal is going to take. I ask them to include the latitude and longitude, think about what clothes would need to be packed according to climate and reading a weather map, as well as activities that our principal could participate in. For this activity the student's can create their itinerary in Power Point, word, brochure, or any other form.
Another problem based learning prompt the students engage in is the animal adaptations project I mentioned in this weeks discussion. For this project students are asked to create a wanted poster on word. This could also be done on Kid Pix or other illustrative program. If I think of others I will let you know!
Thanks,
Courtney
Courtney~
ReplyDeleteThanks! I will check it out!
~Michele
Your building analogy was a perfect picture of the constructivist theory. Students are building and creating constantly. I, too, desire for my classroom to be a place where lifelong memories are being created. What age group do you teach? Your project examples you described to others who commented are fantastic. I teach younger elementary and its sometimes difficult to develop meaningful projects they are able to complete with limited technology experience.
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