Constructivism in Practice
In
this week’s resources, we took a look at Project-Based, Problem-Based, and
Inquiry-Based Learning/teaching approaches. Project-Based Learning engages
students through cooperative explorations (Han and Bhattacharya, 2001). It
focuses on creating a final product, and how the students choose, organize,
research, and synthesis information (Han and Bhattacharya, 2001). The seven
components of Project-Bases Learning are: learner-centered environment,
collaboration, curriculum content, authentic tasks, multiple expression modes,
emphasis on time management, and innovative assessment. Through our classroom
discussion board, Stacy Martinez states, “Problem-Based Learning involves a
real-life and realistic problem” (personal communication, May 2012), which
students work towards solving. Inquiry-Based Learning is more precisely about
finding a solution through carrying our specific steps and strategies.
These
learning approaches correlate with constructionism/constructivism. Constructivism
is a theory of knowledge, which states that each student actively constructs
his or her own meaning (Laureate Education, Inc., 2011). Constructionism builds
on constructivism (Han and Bhattacharya, 2001) and is a theory where students
build an external and/or sharable. Problem-Based Learning is one form of constructionism. PBL
includes authentic content, authentic assessments, teacher facilitation, clear
goals, shared learning, and reflection with a student-centered learning
environment and an emphasis on artifact creation in mind.
As
far as generating and testing hypotheses, we look at six tasks teachers could
implement, in order to help students create hypotheses and test them. These six
tasks are system analysis, problem solving, historical investigation,
invention, experimental inquiry, and decision-making (Pitler, Hubbell, Kuhn,
and Malenoski, 2007). This processes directly relates to Project-Based,
Problem- Based, and Inquiry-Based learning, without a doubt. Every element within these methods of learning
and instruction are seen throughout the procedures of generating and testing
hypotheses.
Jacquelyn Caliente
If you visit this page, scroll down to
the “Lesson Ideas” and “Technology Tools”.
I found them interesting and applicable to some of your
classrooms.
Maybe you will find the lessons
inspiring!
Moreover, visit the site below to play strategic
games related to planning and problem solving skills. You will have to click a
second link titled, “Generating and Testing Hypotheses in order to find these games
and more…
References:
Han, S., and Bhattacharya, K. (2001). Construction,
Learning by Design, and Project
Based
Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,
title=Constructionism,_Learning_by_Design_and_Project_Based_Learning
Laureate Education, Inc. (Producer). (2011). Program seven:
Constructionist and
constructivist
learning theories [Video webcast]. Bridging learning theory,
instruction
and technology. Retrieved from
http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&;;CPURL=
laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&course
av=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007).
Using technology with
classroom
instruction that works. Alexandria, VA: ASCD.
Jacquelyn,
ReplyDeleteThanks for sharing! I have been working at my school district for the past three years. Before I started teaching there, the district developed a Problem Based Learning team that created projects that involved real-world problem solving. Recently, a new superintendent was hired and there has been so much pressure for high standardized test scores, that there has been less problem based learning. Just the past two weeks, I spoke with teachers who had implemented the problem-based learning activities years ago. They said they were very beneficial. They explained how much the students learned and how they became better problem solvers. Now students have trouble thinking critically on their own. Here is the link to some problem based learning activities that my district came up with:
http://www.mtoliveboe.org/Page/208 and
http://www.mtoliveboe.org/Page/210
Now that there are so many resources online, there are so many more problem based learning activities that teachers can implement!
Christie
Thank you for those resources Christie. Also, you are fortunate to have a Problem-Based Learning team. I hope your district continues to support their efforts. This would be a great suggestion to put forth next year in my district, as well. We recently appointed a new Superintendent who seems open to new ideas, such as this!
ReplyDeleteJust took a look at your 6th Grade "Teen Center" problem-based learning activity. I love this idea! Do you think anyone would mind if I tried it out??
ReplyDeleteJacquelyn,
ReplyDeleteI have always thought that real-life and realistic problem-based teaching approaches or project-based activities are very meaningful to students. From reading your blog and discussion board this week, I can hear your excitement for learning strategies based in constructionist/constructivist learning theories.
The high stakes state testing has altered the way many teachers would teach. I have been waiting until after our "testing" is over to launch a couple of large problem and project-based learning activities. I do think the high stakes testing days are numbered, and this will change everything. What do you think?