Dr. Michael Orey describes constructivist theory where each individual constructs meaning of his/her own (Laureate Education, 2009). This theory is further described as one in which the learner is actively involved in building knowledge rather than it being taught from the teacher (Orey, 2001a). Similarly, constructionist learning theory explains that people learn from first-hand experience creating something that can be shared (Laureate Education, 2009). Generating and testing hypotheses directly correlates to the constructivist and constructionist learning theories. When students are generating hypothesis they are using what they have learned through their own experiences to develop a hypothesis. As students test their hypotheses they are gathering resources, questioning, and problem solving (Pitler, et. al., 2007). This is improving their learning through hands-on experience. Students are constructing their own meaning and creating a way to demonstrate their own learning, or a final project. I thought it was amazing how Excel Spreadsheets are utilized to display data (Pitler, et. al, 2007). The way it is described in the textbook it sounds easy enough for the fourth graders in my school to be able to use the program. This program would help students gain a deeper personal meaning from their research. As students are generating and testing hypotheses, they are aiming for a state of equilibration (Laureate Education, 2009). As new information is learned, either assimilation or accommodation will be used to reach equilibration (Laureate Education, 2009). These constructionist characteristics are applied as students fine-tune their results and create an end project to share. Students who are generating and testing hypotheses are motivated and excited to learn (Orey, 2001a).
Learning by Design is an example of the constructionist learning theory (Orey, 2001a). Students are learning through being actively involved in solving authentic problems. This is constructing learning through personal experiences. Misconceptions are recognized through experimentation and exploration. These misconceptions are corrected, which brings students back to a state of equilibration (Laureate Education, 2009). Students create an end project that they share with peers and receive feedback about. This feedback sparks the student to alter their product based on the feedback, which brings them back to the state of equilibration (Laureate Education, 2009). At the end of students’ learning they will have a project or artifact to show, which is what constructionists would identify as learning (Orey, 2001a).
Another method of instruction is project-based learning. This is very similar to learning by design, but it is broken up into three different phases (Orey, 2001a). Learning by design, in contrast to project-based learning, begins with clear expectations and assessment guidelines (Orey, 2001a). In project-based learning the assessment comes at the end of the learning (Orey, 2001a). Both methods include collaboration and feedback in order to modify and improve the end artifact. In constructionism the collaboration and feedback would encourage students to either assimilate or accommodate the new information in order to reach the stage of equilibration (Laureate Education, 2009).
Problem based model is another constructionist method of instruction. In this model students are given an authentic problem in the form of a question (Orey, 2001b). One of the differences in using this model is that there is not a definite solution to the problem, so students’ thinking can take them in a multitude of directions without being “wrong.” In line with constructivism, problem based learning is learner specific. Students learn based on what they already know and believe (Orey, 2001b). In constructionism this refers to students assimilating or accommodating information to reach a state of equilibration (Laureate Education, 2009). Similar to the collaboration in project based learning and learning by design, students learn through interactions with their peers or members of their community (Orey, 2001b). One of the major differences between this model and project based and learning by design methods is that construction or presentation of a final product is not mandatory (Orey, 2001b). This differs from the constructionist view of learning. Anchored instruction is very much like problem based learning except the problems they are given are based upon an anchor (Orey, 2001b). Students still learn based on their individual experiences and feelings, but in this model they begin with a common experience such as an article or a virtual field trip. Also, in anchored instruction students create an end presentation to demonstrate their learning (Orey, 2001b). This is a constructionist component.
Webquests are an amazing instructional resource. They are structured, collaborative and engaging. A problem or situation is introduced and students go through steps on the sites that lead to a final conclusion. Students are expected to have an end product to share, which is constructionist in nature.
There are many instructional methods that exemplify constructivist and constructionist learning theories. These methods can be used where students create their own meaning and demonstrate their learning with a product they share at the end. They are very effective models of instruction but they are not widely utilized due to many current parameters existing in classrooms today.
References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. Baltimore: Author.
Orey, M.(Ed.). (2001a). Emerging perspectives on learning, teaching, and technology. Constructionism, Learning by Design, and Project Based Learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on January 21, 2010.
Orey, M. (Ed.). (2001b). Emerging perspectives on learning, teaching, and technology. Problem Based Instruction. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on January 15, 2010.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Posts
Lynne,
ReplyDeleteI feel very fortunate that so much of what I teach uses contructionism. I can not imagine trying to teach without it. For example, if I had to teach my students how to make pleats, undertstitch facings, install zippers, etc. without applying these skills to project based learning, I find it hard to beleive that these skills would be remembered as well as they are. To add to the effectiveness of this particualr unit, the project my students are involved in is making school uniforms for children in Haiti. We have been doing this project for three years. I have found that this type of learning is so much more engaging and effective. It seems to place so much of the learning on each students, which I feel will make their learning more genuine.
Hi Diana,
ReplyDeleteThank you for responding to my post! You are in a fortunate position where constructionist learning is easily applied to your content matter.
I think it is wonderful you are having your students produce a product that will benefit others. You are teaching them many lifelong lessons with this project. Do you actually send the uniforms to Haiti?
Any suggestions on how, besides problem based learning, these concepts can be used in teaching math?
Lynne,
ReplyDeleteI have found that I use the constructionist theory a lot in my science classes. How do you use the constructionist theory in your math classroom? I remember my high school math classes involving listening to the teachers while they introduced a concept, then practicing problems on the white boards, then sitting in a desk and trying to solve problems out of the math book. My geometry teacher brought in architects and surveyors who showed us how we could possibly use geometry in our lives after high school, but we never did any projects in any math class. I noticed in your post you talked about webquests. I have used those in some of my history classes; do you use them in math? I like to use them as an introductory lesson to give students some background knowledge of the area, the people and time period we will be studying.
Hi Max,
ReplyDeleteThank you for responding to my post! I do not think I really use the constructionist learning theory in my math groups, but I would really like to. I have trouble applying some of the learning theories to math. I do use a ton of manipulatives with students, which helps make math more concrete. However, they do not build a final project to demonstrate learning. They may build stacks of counting squares to replicate multiplication, but I don't think that really counts as constructionist learning. Do you agree? I learned about WebQuests many years ago and have always wanted to use them. I do not have my own class, so it would not work as a push in or a pull out activity. I can recommend them as often as I wish to the teachers I work with, but that does not mean they will use them. It is somewhat frustrating to learn about all of these amazing technology tools and not be in a position to use them. WebQuests definitely are more math oriented than many of the other resources we have learned about. Keep using technology in your classes. I love to read about how they are being used!
Hi Lynne,
ReplyDeleteI am beginning to feel like the only one who has time, or lack thereof, as an issue with using constructivist learning experiences! I am quite familiar with webquests, but have never used one, largely due to the difficulty in finding enough computers for student use for enough days to complete the webquest. However, another issue I have faced is the time it takes to find a webquest that relates to the objective of focus, and that has no broken links. It's really frustrating to spend a lot of time searching for just the right one, only to locate it, then find it has several broken links.
When you suggest webquests to your teachers have you researched some that have no broken links and aligned them with required learning? This may help encourage teachers to use them- actually give them a url of a webquest that incorporates experiences that require that math skills of focus. I would consider this a huge gift if someone offered such to me!