In this week’s learning resources, Using Technology with Classroom Instruction that Works, refers to the instructional strategy of generating and testing hypotheses. The idea is to have students involved in the six steps of this strategy which involve, “(1) systems analysis, (2) problem solving, (3) historical investigation, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.203). This instructional strategy lends itself well to the constructionist theory of learning, as students go through the six steps, they create an experiment from which they are learning. This falls directly in line with our learning resources from Dr. Orey, in which he explains the constructionist learning and teaching strategy being applied best when people build external artifacts that they can share with others (Laureate, 2009).
Generating and testing hypotheses strategies build on Dr. Orey’s ideas of students’ first-hand experiences helping them to engage in learning processes. The steps of the generating and testing hypotheses strategy will have students assimilate or accommodate to the learning schema. Dr. Orey describes assimilation and accommodation where a learner either adds something to an existing schema and makes it fit, or creates a completely new schema for something that does not fit with past learning. As a student uses and develops these strategies, they will take in information and either assimilate it to something they already know or accommodate for it by creating newly stored knowledge (Laureate, 2009).
My own classroom experiences have led me to believe that student learning and engagement with course materials tends to be higher when the learning is more student-driven. Students working together and collaborating on ideas for their work will usually produce really high-end results. Growing access to technology in the classroom, along with many students’ advanced knowledge of technology resources and skills, creates a learning environment that falls directly in line with constructionist application. Students are able to take their own knowledge of technology and apply it to best fit the demands of their individual courses. Teachers will continue to find themselves guiding their students through lessons, rather than directly teaching them. As students assimilate and accommodate their learning, teachers will have to assimilate and accommodate their teaching practices to best fit the tech-savvy students they will encounter as they move forward in their careers.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Orey
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
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I liked your last statement:
ReplyDelete"As students assimilate and accommodate their learning, teachers will have to assimilate and accommodate their teaching practices to best fit the tech-savvy students they will encounter as they move forward in their careers."
We as teachers cannot expect our students to do what we do not. If they are growing and changing, we must grow and change with them!
I have found that when I give my math students projects that allow them to be the creator instead of me telling them what they have too use and not use, they are a lot more productive in the lesson. When I use the hands on approach instead of book work, they tend to learn it much better than just plain drill and practice. With the projects, sometimes I learn things from them and that helps them realize that they can teach things to others too.
ReplyDeleteMy students need opportunities to work on their collaborative group skills along with their learning objectives. Creating opportunities to combine both objectives creates a learning experience that contributes more to learning than in isolation.
ReplyDeleteThere are three statements in your post that I think are very important factors that make constructivist strategies effective. The first one was that student engagement and learning tends to be higher when the learning is more student driven. The other two statements were about the growing access to technology in classrooms and students' advanced knowledge of technology resources and skills. In my opinion, the new technology along with students having the ability to use it makes these strategies so much more effective.
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