The Constructivist learning theory is based on the premise that people create their own meaning through active learning. Educators who provide students with authentic constructivist activities engage their students by allowing them to explore a concept, idea or topic. The Project Based style of learning also help participants clarify and correct misconceptions about a topic or an idea (Laureate Education, Inc. 2009).
Once the students have learned the main idea through the details of their experience, it is important that they can elaborate and evaluate their findings (Innovativelearning.com, 2010). The incorporation of tasks like problem solving, experimental inquiry, systems analysis, invention, decision making, or historical investigation in technology based lessons significantly improves students’ ability to generate and test hypotheses. Why? Because students can spend more time interpreting the data. For example, an interactive spreadsheet can be created by the educator for students to problem solve with. The students can manipulate the data provided to test their predictions by receiving quick feedback on different scenarios.
In summary, when teachers implant instructional strategies that provide students with hands on opportunity to learn and then reflect on their experience, it enhances the students’ overall understanding of the lesson content. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
Canter, L. (Director), (2009). Constructionist and Constructivist Learning Theories. [Motion picture] In Laureate Education, Inc., (Producer), United States: Solution Tree (publisher).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA.
http://www.innovativelearning.com/educational_psychology/constructivism. Retrieved 3/22/10
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Hi Kelly. You wrote, "The incorporation of tasks like problem solving, experimental inquiry, systems analysis, invention, decision making, or historical investigation in technology based lessons significantly improves students’ ability to generate and test hypotheses. Why?"
ReplyDeleteI totally agree with your answer, but another reason why is that these actions, when applied and described creatively to learning, help students to be scientists and mathematicians instead of just doing science and math. If the students are middle school age and beyond, I would have them understand and use the exact terminology too. I've done similar activities with students in which they learned, and applied the correct terminology to design business plans and marketing research strategies. The students did brilliantly and experiential learning was enjoyed by all - including the teachers.
Kelly,
ReplyDeleteAs I read your post, I liked how you wrote "Educators who provide students with authentic constructivist activities engage their students by allowing them to explore a concept, idea or topic." I noticed in some of our classmates blogs they gave examples of projects they've used for project based learning and I've gotten many good ideas. I was wondering if you could share any examples that you have used?
As a music/band teacher, I have had some students compose pieces, or perform a small chamber piece at a concert. We've also coordinated units with the art teacher to study/perform music that may correlate with their art project to give them a final artifact that they can present from that unit.
Thanks for your post and have a great week!
Dustin
Just an idea, Dustin, but if any of your students at school create their own podcasts or videos, perhaps they could ask your young musicians to create original scores as intros or theme music. You could even have your musicians seek a wider audience by creating their own podcasts or even VoiceThreads. They could put the score on the thread as an image with their music playing as the audio clip. I'm not sure if VT has this function anymore, but you used to be able to draw on the image while you spoke (or played) - the students could make a VT for a younger audience by marking sheet music while music was played. It could help a younger audience and novices follow along and be exposed to the beginnings of reading music. This may even encourage more participants in your program. Another idea would be for your musicians to create their own vodcasts (video podcasts) of performances with perhaps a reflective element. Once these projects get introduced to the local and global community of the web, I think your students would get quite a charge out of the feedback. Yes, some feedback can be negative, but it's all about gaining experience and skills for learning and living in a connected world.
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