As I reviewed this week’s resources, I
have learned about learning by design, project based learning, and generating
and testing hypotheses. I will explain
how these strategies correlate with the constructivist and constructionist
learning theories. Orey explains that “[c]onstructionism,
really, is this idea that you need to have this first-hand experience with
things to understand things” (Laureate Education, Inc., 2011). In order to understand new things, students
need to go through a process of assimilation and accommodation to achieve
equilibration. Achieving a state of
equilibration means that new knowledge is stored in a schema. To achieve equilibration, the students must
engage in assimilation to take new experiences and change how we interpret the
new information or experience to fit into our existing schema, or prior
understandings.
One way we can give students the
opportunity to work new understandings into their schemas, assimilation, is to
allow students to learn by designing products.
Orey (2001) states that “[l]earning by design strongly suggests that
tasks should be based on hands-on experience in real-world contexts.” This statement correlates with the constructionism
as it involves constructing a designed product.
In addition to learning by design, project-based learning is another way
students construct understandings and skills as they construct projects. Teachers can combine learning by design with project-based
learning by allowing students to design a product such as a bridge on a digital
program. Then, the students could
physically construct a bridge.
Throughout this process, the students would be generating and testing
hypotheses of how bridges are constructed in a way to support weight. They will be incorporating several components
of learning by design such as authentic tasks, collaboration, experimentation,
and exploration (Orey, 2001). Solving
problems is also important in the constructionist process. Orey (2001) also describes that “[p]roblem-based
inquiry is an effort to challenge students to address real-world problems and
resolve realistic dilemmas.” These real
world problems, such as falling bridges, create real problem solving
opportunities of the project based tasks.
Thus, this experience will give students needed experience with the
skills of the twenty-first century work environment.
References
Laureate
Education, Inc. (Producer). (2011). Program seven: Constructionist and
constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M. (Ed.).
(2001). Emerging perspectives on learning, teaching, and technology.
Retrieved
Pitler, H.,
Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that
works
(2nd ed.). Alexandria, VA: ASCD.
What are the most important technological tools you'll be using with the bridge project? I like the idea of a bridge project by the way! It's cool to give the kids a relatively simple concept (a means by which to travel over a gap) that has such complex thought behind it (engineering, weight, physics, etc.) and such intense consequences (accidents, cars falling if the physics aren't right, etc.). I think it's also something they can easily relate to--who hasn't gone over a bridge ever?--and wish I could apply stuff like this in my classroom!
ReplyDeleteI will use the Bridge Constructor application on the iPod for students to explore bridge building. If they have a difficult time using this application, then I will have the students draw a bridge using a regular drawing application. Then, I will have the students use blocks, tape, and rope to construct bridges.
DeleteI think it is no coincidence that these theories are so closely related to the big push in emphasizing 21st Century Skills. You're absolutely right about the bridge activity... Students could generate a hypothesis based on the content they've covered in class and then utilize applications or hands on activities to test those inquiries. I remember pretty distinctly in an engineering class in high school, we had to create something to hold as much weight as possible. In doing so, we learned the stronger and better types of beams and supports. It was extremely effective.
ReplyDeleteGreat post!
SD
I never got to do very many projects when I was in school. This is probably why I enjoy creating project-based learning experiences for my students. I like how you mentioned learning about stronger supports. I think instead of just using blocks, rope, and tape, I could also have them experiment with cardboard, paper cups, and plastic canvas.
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