Technology most definitely has a place among learning theories. This week, I have revisited the learning theory of the constructivist and was convinced now, more than ever that my personal learning theory is that of the constructivist/constructionist. Actively engaging students in a real word problem, hooks students. It can create excitement in learning that students crave. “The basic premise of constructivist theories is that people create their own meaning through experience” (Innovative Learning). For example, I see this happen when I have my students teach a poetry term. The terms are chosen at random, and then each student must decide how to teach it. Because this lesson is directed by the students, an experience is created which helps them store away the poetry terms into their long-term memory.
Using a variety of strategies, that most definitely include Microsoft Excel, as mentioned in the text, Using Technology with Classroom Instruction that Works, (Pitler, Hubbel, Kuhn, & Malenoski, 2007.), help students make hypothesis, and test them. Technology presents ways for students to learn to strategize in an exciting way which includes games, software, and web resources. One interactive web resource is Thinkfinity (Thinkfinity.org.). This site is chalked full of interactive, strategic games for students along with lesson plans for teachers. West Virginia’s Mark Moore from the WVDE has put together a “Hot List” of teacher recommended activities (wvde.state.wv.us). One interactive game that allows students to make a hypothesis and test that hypothesis is called “Power Up” from ScienceNetLinks. (http://sciencenetlinks.com/interactives/powerup.html). I have played this interactive game with adults and students as they test what energy resource is the cleanest, safest and most cost efficient.
Project-based learning is another is another strategy that correlates with constructivist/constructionist learning theories. This strategy engages the learner with a real world problem. As students work together, they brainstorm, plan, build and present a solution to a given problem. Last year my students were having a difficult time choosing a book in our school library in his or her reading level. The real world problem was that our students had to find a book in their Lexile (www.lexile.com) range and it must be an Accelerated Reader Book (Renaissance Learning). I asked the students what would help them. They currently had to wait in line to use one of the two computers in the library to look up the Lexile measure and to look on the Accelerated Reader quiz list to see if a test was available. Students said it would be easier if the books were labeled. After discussing the problem with our media specialist, she allowed the students to label all the fiction books in the library.
Students first brainstormed how to label the books, who would pay for the supplies, and what equipment would be needed. With the help of our media specialist, we set up a workspace that included two lap tops for each group of four to five students. One student would gather the book, one student would look up the book’s Lexile measure and record it on paper, one student would look to see if the book was an AR book, and one student would add it to the spreadsheet. All the spreadsheets would be put together to create a master list so that students would have easy access the Lexile measure and AR availability of all the books. Each book was also labeled by a student with a red dot to show it was an AR book along with a colored label with the Lexile measure. A key was created and placed at various locations around the library to help all the students in the school to understand the color coding of the books. The response was so great that we received a thank you poster from the eighth grade students because we had made their lives easier. This was a great experience for the seventh grade students because they learned that when faced with a problem, they could find solutions.
Constructionist learning theory will have a place in my classroom for years to come (Innovative Learning). We can integrate technology with learning experiences that will create memories for our students. These memories are what good teaching is all about.
These are a few great sites I go to for ideas and activities.
http://www.edutopia.org/project-based-learningt http://wvde.state.wv.us/technology/resources/thinkfinity/hot.php
Resources
AAAS. ScienceNetLinks. http://sciencenetlinks.com/
Innovative Learning: Constructivist theories of learning retrieved from http://www.innovativelearning.com/educational_psychology/constructivism/
index.htm.
index.htm.
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Lexile. The lexile framework for reading. www.lexile.com.
Renaissance Learning. www.renlearn.com/ar.
West Virginia Department of Education. http://wvde.state.wv.us/index.html.
Shelley,
ReplyDeleteI realized after learning more about the Constructive approach that I primarily utilize this approach more than any others. While I use a conglomeration of learning theories, this one is prevalent in all areas of my instruction.
I agree with your approach to teaching vocabulary in your poetry unit. I also use this approach for all core classes. Students are paired and given a vocabulary word they are responsible for. They are given a wide variety of media sources they can use to present their definition and a visual representation. Students have used Voice Threads, iMovie, Power Point, Glogster, Blabberize and many more technology resources. They are responsible for becoming experts on their word and creating an artifact to develop knowledge. This artifact is then shared with the rest of the class.
I also like your project/problem-based idea. Recently, in a Social Studies class, students were presented with the problem of over-clearing in Canada and the United States. We discussed nature's need for trees and our need for trees. Then students were given the problem of finding alternatives for human nature to cut back on the use of wood-related materials. Students narrowed their focus to two or three alternatives, researched these alternatives, and then presented their research in iMovie format.
Great insight into the constructivist approach!
-Jenn Schreiner
Jenn,
ReplyDeleteIt's great to hear of others who are finding success with the project/problem based learning. Doesn't it make being a teacher more fun? Straight lecture is so boring! I get excited when the students find something I didn't know about or hadn't thought about. Have you used virtual fields before? I've had students visit sites, but never with such a focus as last week. I'm getting my students ready to read a novel based in the Holocaust. In years previous, I think I rushed into the novel with preparing my kids. Because of our visual field trip requirement and concept mapping, my kids have learned more in a week and a half than they did with me just talking. I gave a little quiz today that covered what we learned and most everyone got an A! I've never had a group more ready to begin the Holocaust novel! I'm going to try literature circles for the first time. We have three novels to choose from and then I will divide them into circles. Have you ever taught using literature circles? Any helpful hints would be much appreciated!
It is great to find another like-soul out here teacher world! Your social studies project sounds like a good one. I bet the student presentations were great!
Shelley
Shelley,
ReplyDeleteI love your idea about having the students teach the different types of poetry. We have not began our poetry unit yet, but I am planning to borrow your idea when we do. I enjoy student lead lessons. The children seem to really get into the lesson when they are leading the direction. I use peer tutors daily. Most of my students relate to learning from their peers better. Partner work is the key to many math lessons. The students break the lessons down to terminology their peers understand.
I use project based lessons as often as possible. Recently, we were studying the planets and solar system. I had my students make any type project they wanted. I received several posters, powerpoints and models. One of the most creative models was put together using Christmas tree bulbs. I feel the creativity of the students is the best part of project based learning. It is amazing to see what some students come up with. The theories we studied this week are some of the most fun for the students.
Martha
Martha,
ReplyDeleteThanks! I like to surprise them by writing each word on a regular piece of construction paper and have them face down on the desk when the kids come in. I also make a master list and require each student to write down who presents each word, the def, and what the example was. It really helps them remember!
The Christmas bulbs is great! How great! I like that each student can present any way they want. That makes creating a rubric tough but worth it.
Thanks for sharing! I get the greatest ideas from other teachers like you!
Shelley
I learn something new every week from our groups blog posts. I did not know that you could use technology, www.lexile.com, to search for books that are in your reading level. I remember trying to read the Lord of the Rings and the Hobbit when I was in 4th grade, and not understanding it. I read it again in 6th grade and it was a fantastic book. Lexile would have helped back in our day.
ReplyDeleteI agree with you and I am also try to use the constructionist style as much as I can. I think pacing guides are horrible for constructionism. Students should be allowed to discover, and that takes more time. In order to keep up with pacing guides teachers often just stick to lectures and bookwork. This is not true learning. I am dedicating myself to student centered learning as much as possible.
Thank you for your post
Scott Parks
Scott,
ReplyDeleteThe Lexile site is great! I only know about it because I teach RLA and the students get a score with their state assessment results. We had a little training on it a few year ago. It even has a student survey so kids choose they kind of books they like, then the site will give them a list within their lexile range. It really is helpful.
Pacing guides....at some point we just have to stop and remember that if we teach our kids how to use their brains, they will be able to handle anything. I'm not sure it is possible to covering everything on our list but I can tell you we are making an impact. I can't wait to see what you come up with next. You are a creative teacher.
Shelley
Shelley,
ReplyDeleteThat sounds like a great project you had your students do in the library. What a great example of the constructivist/constructionist learning theories! I am very intrigued with your post in the sense that my district is looking into the Star and Renaissance Learning program. I am actually the chair of this whole project and have been looking it over very closely and visiting schools that already have it. Do you feel that the Lexile levels of the books are fairly accurate to their intended grade level. I ask this because I recently Lexile Leveled all our trade books that our teachers in grades 3-6 use and they did not believe or (agree) with the Lexile levels that I put for some books.
I was also wondering how long you have had the accelerated reader program and was wondering how you felt about it. Do you feel that you have seen an increase in your students reading levels and abilities since its inception?
I would love to know what you think as a teacher using the program, so I can make a better decision for my district and its teachers.
Thanks,
Chad
Hi Chad,
ReplyDeleteIn the WV schools that I have worked in, AR is used through middle school. I use AR with class novels and independent reading. My current school contracted with the AR people to have access to all the tests they have available online. Previously, we bought a certain number of test. In our elementary school, AR can be good and bad. I don't like that some teachers use it as part of a student's grade. We use it to help encourage kids to read. My own children had some teachers who required a a certain number of points per month and that is NOT going to encourage reluctant readers. My school(5-8) sponsors a mystery trip every spring for students who earn 100+ points. They love it! They get a full day out of school, around $20 to spend at a book store, lunch at the mall food court, then movies and snacks. We also run a "store" for kids to spend the points they earn. We contribute money from our school funds to run an AR Store. One piece my school is missing the STARS test that shows the kids what their ZPD range is that is why using the Lexile measure is so important to us. Now that the books are labeled, kids get some help in choosing a book. We all know that the more they read, the higher their reading level will rise.
As for the Lexile number, overall, I agree. One thing I have noticed is that sometimes a book's number seems low. For example, I have book my kids are using right now that is only 730L, but I feel it is a difficult book.The writing techniques and the subject matter are much tougher than a 700 level text. My students could choose from three novels and I guided my lower level students away from this particular book. I told my kids if they had a Lexile in the 900-1000L range, ok, but lower levels might struggle with it. I told them I had to reread the beginning chapters to understand what was happening!
I really like using AR. Get the Star part of AR, too! I wish I had it. Other than Lexile measure, I have a difficult time finding a student's reading level. I like the Lexile.com site. What I don't like is that a student's Lexile measure is a result of their end of year testing. I'm not sure how accurate it is. The first year we looked at the lexile, I had a 7th grader with a 100L!!!! He was a boy who hated everything about school and we were struggling to motivate him. He was a tough one. I asked him one day to read to my out of the newspaper and he had no problem. Then I showed him his Lexile measure and told him a 100 was about a 7 yr. old level. He was embarrassed because he knew that I knew he could read! He admitted to not reading the test in the spring; he just colored in the circles. How many kids do this???? Now that our students know we look at the test scores and Lexile measures, many are trying harder. But let's face it, many middle school don't really care.
Good luck! If you have any other questions, just ask. You can email me too if you want.
Shelley