I really enjoyed this week’s learning
resources. Mainly because I could
identify with many of the example presented.
For one, the train problems only bring back bad memories from college
math courses. I still don’t understand
why it matters when the two trains will collide, or what time they’ll arrive at
the station.
When reading Using Technology with Classroom Instruction that Works, they stated
that six tasks that teachers can “use to help students generate and test
hypotheses” (Pitler, Hubbell, Kuhn &
Malenoski, 2007, p.203). When
describing system analysis they stated that students could explore a change if
something were added or removed from an existing system. The constructionist approach states that you
need to have students create something.
This to me connects to the constructionist approach because I would want
my students to show me how it would affect the system. I wouldn’t want a student to simply write me
a paper; I want them to show me that they understand what would happen.
The book also goes on to explain that
invention is also one of the six tasks that teachers can use. They go on to say that “students involved in
invention examine a need, then work to create a solution to the need” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.203). To me, invention screams
constructionism. Students would need to
create a solution for the problem. Not
only would I want my students to come up with an answer, I would want them to
make it and show me how it would work. I
would even want to offer extra credit for those who went out and tested in and reported
the results back to me and the class.
“Technology […allows…] students to
spend more time interpreting the data rather than gathering the data” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.203). Gathering data is
certainly an important aspect of learning, but the interpreting of data allows
student to think more deeply and process what they may have collected. When
students are able to interpret information without having to go through the
time consuming process of collecting it, this will allow more time for
creating. When students have a problem
to solve, they need to first figure out what the problem is and what a good way
to solve it might be. The students could
create something to actually solve the problem, or could create a PowerPoint
showing the class what they would want to create.
In
conclusion, I really love the idea of being able to create genuine learning in
the classroom and the constructivism theories really lend themselves to this
process. Constructivism can be
interpreted in many different ways and that is what makes it so great. Each teacher can create lessons that are
different but are addressing the needs of their students.
Resources
Pitler, H.,
Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria,
VA: ASCD.
Be sure to check out the book: Using Technology with Classroom Instruction that Works
Ali,
ReplyDeleteI am in complete agreement on the math problem you talked about. I have no idea how I actually made it through math class. Now as I see the all the different learning theories I am beginning to see how much more I need to do especially in having students create "artifacts." I am looking forward to incorporating more constructivist ideas into my classroom.
I'm glad I'm not the only one who feels that way! I can't believe that math is still my favorite subject to teach! I think my love for math comes from my pre-college math experiences where what we learned seemed like we could actually use it in real life.
DeleteAli
Ali,
ReplyDeleteI agree that students gain a much broader understanding by completing a project than by just reading about a topic or discussing it. I do feel though, that they need to have been taught some prerequisite knowledge and skills before being given a project to complete.
I have found that some groups of students are more ‘needy’ when it comes to possessing the skills and confidence to engage in projects, or even independent work. They seek confirmation for every little piece of the process and will not proceed to the next step without being assured that what they have done is correct. Others do not seem to have developed problem-solving skills and then balk when they have to come up with a solution—they want the information handed to them. This makes some teachers shy away from using projects and problem –solving type lessons. It’s a shame because students would learn so much through constructionism- based lessons.
Ali,
ReplyDeleteI too can relate to that math question. I was like you, but instead I was like who wants to know at what time would mother and father have to take a pill together. However, I am in the position where I have to teach the same thing. I'm sure my students are saying the samething. But problems like these get students to develop problem solving skills and to thing critically.
When you mentioned that "gathering data is certainly an important aspect of learning, but the interpreting of data allows student to think more deeply and process what they may have collected", I was like, at least someone has shares my point of view. Students should have a reason for collecting data and not for collecting same. Research has to have a pirpose whenter it be to prepare a summary on a topic or to create and apllication, etc. In my grade 6 class last year, I got students to research the topic electromagnets. Questions were given to guide students'research and at the end students had to use the information they collected to create an electromagnet. This was fun but most importantly students learnt about electromagnents. Students became responsible for their learning and surprisingly when give a testing exercise on electromagnets, students' score on this exercise were better thatn any test they had done.