People learn in many different ways, but one of the most common factors is a motivation to want to learn something. This motivation can be fueled through curiosity, enjoyment, or even the motivation to get a good grade or to please someone else. This week, in my class, Bridging Learning Theory, Instruction, and Technology, I learned about instructional strategies that employ the use of technology. The book, Using Technology With Classroom Instruction That Works (2007), talks about generating and testing hypothesis, and how this strategy helps students learn and apply content knowledge while enhancing their understand of the content they are testing (Pitler, Hubbell, Kuhn, 2007).
Dr. Orey believes that humans feel comfortable in a state of equilibrium, but when a state of disequilibrium occurs, they must work their way back to a state of equilibrium through either assimilation or accommodation (Laureate Inc, 2009). Creating a hypothesis essential puts a person into a state of disequilibrium, and through the process of experimentation and research, the process of learning takes place. Both Constructivist and Constructionist learning theories play a major role when teaching students how to think and learn for themselves. I believe in the early stages of learning students need to be taught through example and rote, but as more complex learning takes place, constructivism and constructionist theories become quite essential. For instance, I teach elementary music and our curriculum incorporates a lot of Orff instruments including xylophones. If I would apply the constructivist theory and let them construct their own method of playing the xylophones before they have acquired essential musical skills, then I will probably have a low success rate. However, once they learn the basics, I can teach them how to improve and they can construct their own music. Basically, I believe students need a jumps start and then we should let them soar.
I personally learn the best through a constructionist approach, which is essentially a constructivist approach with the additional of building some sort of artifact, which serves as the core vessel for learning (Hans & Bhattacharya, 2001). Dr. Orey talks about how PowerPoint is a great resource that lets students organize and present their thoughts and learn through the use of Constructionism (Laureate Inc, 2009). Building something or at least organizing my thoughts visually is an excellent way to see the whole picture. Graphs, web resource games, simulators etc… are creative and inspiring ways to teach a student how to transfer from being merely a consumer of knowledge, into an innovation of learning. Constructivist and Constructionist learning theories play an essential part in the learning process, especially when teaching the students to move forward.
Resources:
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Post Comments (Atom)
I completely agree with what you say about the students needing to learn about something before they can construct it. If they do not have something to guide them in the right direction then they would be all over the place. With your music lessons I can see if they do not learn about the parts they would have low success rate. Just like in math if you cannot add, subtract, multiply, or divide then how can you solve linear equation. You have to learn to walk before you can run and jump.
ReplyDeleteJonathone,
ReplyDeleteWell put, but I am sure that you agree that their becomes a point where the students need to learn how think for themselves. Once a students can perform basic operations in math, they essentially have the tools to conquer complicated calculus questions. I like to think of it as a tool chest in someones garage. After you acquire tools like a saw, dremel tool, a hammer etc..., and enough knowledge about basic construction, a person can essentially create anything. This is the point where some teachers make the mistake of essentially spoon feeding a developed child, causing them to lose the ability to creatively think for themselves. As educators, we are preparing our students for life in the real world, and most good jobs need creative and self-efficient workers. When a person reaches the state of disequilibrium, he/she need to be able to fix the problem instead of just waiting for someone else to give the solution.
Hi Charles,
ReplyDeleteI teach social studies so the constructivist approach competely works, but I can see where it would not work in the early stages of music. Well put, learning to play a musical instrument is on my bucket list!!!
Johnathone,
ReplyDeletebelieve it or not, still not sure I believe it!! My daughter at the age of four days shy of being 8 monthes old was holding onto the couch next to me--when her 15 month older brother ran by. She actually ran after him!! Her dad and I almost feel over, she has been on the go ever since.
I think you are right that there are some subject areas that require initial memorization and repetition to make sure students know the basic rules or procedures. Then, construction can really begin and be effective. Especially in math, students need to understand rules and be confident with examples before they are able to create a product. The exception is when the activity is one intended to help students discover rules and/or procedures related to the upcoming subject.
ReplyDeleteCharles,
ReplyDeleteI completely agree with your observation that learning occurs in stages. As a Japanese language teacher in high school, my students have to learn a completely new alphabet before they can begin to write in Japanese! To ask them to create something without giving them the basic tools they need to do so is a little like pushing someone off the end of a pier and expecting them to learn to swim. Instinct may save a few, but too many will either have to be rescued or drown.
Of course, once they acquire the fundamentals they need, they have to be given the freedom to explore and discover what they can accomplish. They will make mistakes, but they will (hopefully) learn from those mistakes.
Since students learn in stages, it makes sense for us to teach in stages.