Project based learning was the underlying theme of this week’s learning resources, offering a plethora of possible technological activities as the means of delivery. Technology is rapidly altering curriculum delivery and application, contributing new and exciting ways for students to apply knowledge learned. Students are now able to analyze, collect, manipulate and store data in a multitude of ways using computers. This week’s resources proposed various activities in which students can “generate and test hypotheses.” “When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Pitler, Hubble, Kuhn and Malenoski discussed the utilization of spreadsheets, data tables and interactive games as learning apparatuses students use in collecting and interpreting data. Additionally, websites provided for review proposed other engaging activities such as creating your own planet using at http://astroventure.arc.nasa.gov/.
All of these proposed activities have a common goal: creating a product. Dr. Orey comments that, “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2007). Creating within the learning process is the basic theme of Piaget’s Constructionism, “a theory of knowledge stating that each individual actively constructs his or her own meaning” (Laureate Education Inc., 2007). Students fashion their own meaning when they are given the opportunity to practice new knowledge by creating a product, thus proving the relationship between Constructionism and project based learning.
References:
Laureate Education, Inc. (Executive Producer). (2007).Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Allison,
ReplyDeleteI think that constructionism really holds true in the younger grades. My Kindergarten students enter my classroom with background knowledge, but their ideas of concepts are sometimes ill defined due to a lack of experiences. When students are responsible for creating an artifact and using the mechanisms of learning throughout the process, they are given the opportunity to develop a greater understanding of concepts.
Erika
Allison,
ReplyDeleteWhen students can create and a product, they are truly showing their understanding of a skill. I often have students pair up and share what they have learned and I think this is a great way for teachers to know if their students are understanding the content. As educators, we need to find more ways of allowing students to do this. Sometimes it is hard to do in a reading class, however if students can do this, they will be showing what they know.
Linzie
Erika and Linzie,
ReplyDeleteUtilizing Constructionism in the classroom presents multiple opportunities for deepening understanding and further defining a student’s schema. Allowing students the prospect of creating in order to strengthen understanding is extremely effective. This concept works wonders with my English Language Learner students. Linzie, I agree, it can be a challenging at time to find opportunities to implement Constructionism; however, I think that is where this course is going to be very beneficial. I have already been able to look back lessons previously taught and seen where having the students participate in project-based learning would have increased comprehension of the concept.
Allison
Hi, Allison. I just read on Jordan's blog about the food chain project you did with your first graders. I love it! What a great way to have young kids create artifacts that give them some ownership and excitement in their learning. :-D
ReplyDeleteSusan
Allison,
ReplyDeleteReading about this week's topics made me think back to a project that I completed in third grade (1985ish of the top of my head?) where we were learning about communities and how people build relationships. Each person was responsible for creating a different buidling (hospital, school, police station, park, grocery store, etc.) and describe its importance to the community. 25 years later (omg) I am still recalling my park that I built and what I said about it.
This is a perfect example of engaged learning, project based learning on an elementary level I suppose, and creating an artifact demonstrating what was learned.
I remember at open house night, we had parents come to the cafeteria to view our community, each of us proud of our own little part that we created. I wish I could say that I had more examples of this from elementary school but do not. I try in my fifth grade classroom to do projects like these.