Using game play & development to educate
Constructivism in Practice
Walden University – Course 6711: Week 4 Application
Dr. Orey defines constructivism as what we already know or have brought meaning to, while constructionism is building on what we know to learn new things (Laureate Education, Inc., 2009).
The strategy of generating and testing a hypothesis correlates to both the constructivism and constructionism theories. To begin, students must ask questions and then problem solve to come up with a feasible hypothesis to answer the question. Both of these steps are based on constructivism; students form a question and develop an answer based on what they already know. Next, they must investigate (research, make observations and analyze data), and finally make an informed decision on the findings and communicate those results. These steps relate to constructionism because each of them allows students to create new meaning so that they might assimilate or accommodate their understanding and knowledge based on the results they found.
Using both theories allows students to make connections with what they know and what they learn by helping them develop new connections and understandings. This strategy allows teachers to act as a facilitator and technology to act as an efficient tool, while the learning experience is student-centered and hands-on.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and constructivist. Baltimore: Author.
Have you integrated any of the constructivist/constructionist methods into your classroom? If so, how did you feel about relinquishing control of the learning process?
When I look back at my own education, I can count only a handful of times that my teachers integrated exploratory, hands-on methods, real world relevance lessons. Now as a teacher, I feel it is my responsibility to really change things and weave real problems and support solutions in my classrooms. I plan on integrating wikis next school year, as well as powerpoints and possibly an on-line project based lesson. My biggest challenge: not enough computers! I applied for one grant, but was denied…but I’ll keep trying!
Cristina,
Yes I do! I’m actually pretty comfortable encouraging my students to explore in their learning. The main action of the teacher is to ‘set the stage’ and reiterate what the goal is of the assignment. Then the teacher must take an active role as facilitator to make sure students stay focused.
Like all educators, we believe learning is a part of life. Just because you get out of school, doesn’t mean learning stops. Therefore, I take that idea with me into my classroom. I also believe in the saying, ‘there is always more than one way to skin a cat.’ Between life-long learning and multiple ways to preform the same task, I am able to encourage my students to take the reigns in their learning and encourage them to share with the class their discoveries and knowledge.
NEVER tell a student “you cannot do it that way.” I had several adult instructors tell me that at professional learning seminars. That is the most discouraging thing you can do. It makes the learner shut down. Instead, listen to what they say, have them show you what they mean, (if it works) praise them and have them share with the class the “different” way to solve the same problem. We know as learners, we all learn differently. I may use the “menu bar” in a program because that’s what I’m used to, where another person may use the icons on the toolbar to do the same task. Both ways are correct, it’s simply a preference.
Look at learning as an exploratory adventure! Have the learning goal clearly displayed, but allow your students to travel their own paths. Discovery-based learning is so much more valuable because our kids no longer have to take a back seat in their learning.
Now, limited access to a computer can pose a bigger challenge. Keep talking to your principal, your district, parents, and looking for grant opportunities. Check to see if you have regional grant support through your district as well. Good luck!