One instructional strategy that we looked at this week talked about students generating and testing hypothesis. When doing this, students are "engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Allowing students to create their own hypothesis and then test them out, we are giving them the freedom to construct and build new knowledge. As teachers, we must be giving some of the reins to our students so that learning can occur. Activities such as problem solving, experimental inquiry, and decision making all give students the power to build their knowledge. Oftentimes, I will put my students in groups for such activities where they can build on their knowledge together and construct new ideas and hypothesis. I find that more students are more engaged and enjoy learning more when they are able to go off on their own and investigate. Technology can play a big role in this instructional strategy by taking the tedious part of an activity and making it much quicker so that students can focus on the actual content and learning. Using the Internet for research projects and data collection is also a great tool for students to use while generating and testing their hypothesis. Dr. Michael Orey also discussed the benefits of using power point in classrooms for not only displaying new information, but allowing students to create their own to show knowledge. I am currently using this technology tool in my classroom as my students have just finished reading their own "Who Was" biography and will be using power point to present important findings. They are also encouraged to dress up as their person to enhance their presentation. By doing this, students are building on their knowledge and presenting it in a way that is all their own.
Overall, the constructivism theory is all about students building and constructing their own knowledge. Students are taking more control of their learning within this theory and continue to test and question the information that they receive. I think this theory will become more and more prominent as we go through the 21st century.
Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved fromhttp://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
I usually have my classes do a research project and then present on poster boards, but this last time I had them use PowerPoint. They did a great job presenting the information they found and putting it into the Powerpoint for the presentation!
ReplyDeleteHolly, I love your idea of connecting students to their reading "Who Was" biography. Powerpoint is a good tool, but I prefer the graphics of www.sliderocket.com or the creation and manipulation features of Prezi. Students truly connect to using these technology tools as a way to represent their own learning. By giving them just a little more choice in presentation platforms, you will also be adding to the power of Constructionism as students can create the project they want rather than being prescribed a set project for all to do. The power of choice plays very nicely into Constructionism theory.
ReplyDeleteStephanie-
DeleteThank you for the reference! I have not heard of the site before and after looking at it, I really think my students would enjoy this. Do you have all of your students create their own account, or are you able to add them on yours so you can monitor their material? I see that students can share with you, so I assuming they create their own but I was curious to see what you did. The media portion definitely looks like a step above what power point can offer. Thanks again!
Kori
Kori,
ReplyDeleteAllowing your students to explore information in groups is a great way for them to learn. Sometimes students learn from each other more efficiently than from the teacher. I agree with your point that educational technology can take a tedious part of an activity and make it less troublesome. By giving students the freedom to make sense of the material on their own, and interpret in their own way keeps them engaged. Our goal is to provide young learners with opportunities to grow and become independent learners. The constructivist approach definitely fosters independence. Strategies such as generating and testing hypotheses across curriculum provide learners with opportunities to reach independence. According to Pitler, Hubbell, Kuhn, & Malenoski (2007), generating and testing hypotheses should have a variety of structured tasks for the teacher to guide the students through. The learner should also be given the opportunity to explain their hypotheses and conclusions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Both of these recommendations allow for students to gain independence and communicate their learning to others. Students can show that they truly understand or have made some meaning out of the material.
David
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.