The instructional strategies described in this week’s resources correlate with the principles of constructivist/constructionist learning theories because they provide authentic learning opportunities resulting in the creation of an artifact. The use of data collection tools and web resources allow students to see the bigger picture, often relating it to their own experiences (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Whether students are participating in a Web Quest, online simulation or the creation of a Power Point presentation they are engaged in learning that is personal to them which is key to the learning theory of constructionism (Laureate Education, Inc., 2010).
Problem based instruction also reflects the ideas of constructivist/constructionist learning theories. Student centered learning that requires collaboration to solve a problem allows students to learn that there is not always a right or wrong answer to everything (Orey, 2001). Students begin to create their own ideas and connect their new learning to past learning experiences. Much like problem-based instruction, a classroom environment that focuses on learning by design, provides students with “hands-on experiences in real-world contexts” (Orey, 2001).
I believe one of our goals as educators is to prepare our students for the yearly-standardized tests but more importantly I believe I must prepare them for life after their formal schooling has ended. To be able to do this, it is critical that I provide students with learning experiences that reflect the theories of constructionism and constructivism. One website that I have used to meet this goal is http://www.shodor.org/interactivate/ which provides many great online simulation. Through the use of websites like “Shodor” and other instructional strategies that reflect the ideas of the constructivist/constructionist theories of learning we will prepare our students for school and their years after school.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
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.
I am also a fan of WebQuests! I also agree it is crucial that we prepare our students for life after school. Too many times have I talked to graduating seniors who are more concerned about graduating, than what they are doing after graduation. Without the technology skills needed in the job market, many of these students will struggle. The students who are able to create products through technology will be more successful. Thank you for your insight!
ReplyDeleteColleen
Having a situation where there is not a right or wrong answer to everything is hard for a teacher. We are constantly trying to give our kids the "right" information and delete the
ReplyDelete"wrong" information from their minds. /If we have to put away the red pen, some of us would need to get out of our comfort zone. This can be scary but well worth the effort as our kids gain a better understanding and complete picture of the content. The way I do it is if a kid can defend what they are saying logically, I give them the credit. That is my only criteria in these types of lessons.