To employ said constructionist strategy, teachers must first find ways to structure classroom tasks that guide students through a project/problem-based activity where learners help to assess, analyze, and solve a real-life problem (Orey, 2001). By generating and testing their own hypothesis, students are more apt to perform systems analysis, problem solve, investigate historical data, invent, experiment and finalize decisions regarding discovered outcomes (Pitler, Hubbel, Kuhn, & Malenoski, 2007). In an effort to expedite the creation and completion of such a lesson, teachers must also recognize the benefits of current technology and use them effectively within the lesson.
Data collection tools help both investigate empirical data and assess historical data. The importance of researching is to establish/generate a feasible hypothesis. Historical data can be easily found using the internet to research information while scientific probes that sync with computers are used to collect and investigate new data. Both types of technologies are most effective for learners when generating a foundation for hypothesis. Analysis tools such as Microsoft Excel and Access make effective use of the data collected using the technologies described above. Both can have a significant impact organizing the data that is collected. Whether it is determining a percentile change or creating a graph to analyze visually, these two examples of spreadsheet software can be incredibly helpful when structuring and representing numbers for analysis.
Lastly, resources such as data simulators can be used to test and re-test hypothesis as data is collected. Simply input the latest data and assess whether it matches the outcome of a hypothesis. When an outcome does not align with the original hypothesis, students can investigate the reasons why. More importantly, students can revamp their original hypothesis and run the test again to determine if the modifications had any impact on outcome. These tools help to organize data analysis, gain new data and information, and ultimately test hypothesis. Through a constructionist project/problem-based learning strategy, teachers who use these tools and technologies inspire students to create and build new meaning. Up front, constructionism lessons may require more innovation and creativity from the teacher to help guide students. On the back end, these efforts by teachers indirectly trigger intrinsic motivators of their unknowing students. While a departure from a standard lecture-style classroom, constructionism engages students to become their own teacher through hypothesis generation and testing. I couldn’t think of a better way to have students not only discover content, but discover their potential as well.
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&coursenav=0&bhcp=1
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.
Joe,
ReplyDeleteThat final sentence is a strong one because creating a hypothesis will hopefully help the student see the learning in real time. Having a clear direction removes the confusion that could otherwise hamper the learning ability of a student. As you also noted, coupling a hypothesis with technology will only further assist the learner.
I wanted to bring up a personal example on another topic you brought up. Data simulators that were mentioned this week and the idea that I thought about within Physical Education had to do with interactive video games. Dance Dance Revololution and later Nintendo Wii allow for a new method of instruction in P.E. that is fun, realistic, and can quantify data in a way that students can reason their own comprehension. It is a great activity when space is limited and numbers are high. I feel as long as we can find a way to make data more prevalent, we are benefitting the learner.
RICH
Rich,
ReplyDeleteI think incorporating interactive video games is a great idea for PE. In fact, when studying parallel lines cut by a transversal we used a format of DDR but called it Dance Dance Geometry (DDG). The kids had to perform the same type of movements. When the type of angles dropped on the screen, they had to move their legs like twister to the proper position taped out on the floor. As time went on, the faster the moves had to be made. As you can imagine, it was a fun time in geometry. We even made it a competition for extra credit!
I also appreciate you reminding me about clear directions. Of course with any project, there has to be some sort of guided notes to lead the kids to what we hope them to discover. Again, that may create a little more work on the front end for teachers but provides a great learning experience for the kids. I think the dividends pay off in the end.
Joe
Joe,
ReplyDeleteYou're right - it does take creativity and planning on the part of the teacher, especially on the front-end. Once the constructionist strategies have been implemented into the lesson, then the teacher must continue to facilitate and guide their students so that they may discover the meaning on their own (rather than being told).
I also found your response to Rich to be interesting. As a math teacher, I appreciate the connections you are making with your students while they are learning angle relationships. The students are learning for themselves and from one another while inadvertently having fun at the same time.
I also liked the comment you made with regard to students discovering their own potential as well as discovering the content. While students are engaged in the constructionist lessons, they may find confidence that they otherwise may not have while working independently.
~Malissa