Describe:
This week’s
reading focused on constructivist learning theory. This theory suggests that “learners
must individually discover and transform complex information if they are to
make it their own,” (Slavin, p. 218). Constructivist learning strategies are known
as student-centered instruction because responsibility for learning is placed
in the hands of the students and the teacher serves as a facilitator who
relinquishes control of most classroom activities. The chapter also focuses on
cooperative learning methods and their importance for student development.
Constructivist
thought is based on principles developed and researched by Lev Vygotsky and Jean
Piaget. These theorists believed that learning is a social activity and should
be done in groups that promote conceptual change. Four key ideas from Vygotsky
influence what is modern constructivism. These ideas include: social learning,
the zone of proximal development, cognitive apprenticeship, and mediated
learning. Slavin goes on to introduce instructional approaches that support
these pillars of constructivist thought. Top-down processing, cooperative
learning, discovery learning, self-regulated learning, and scaffolding are all
approaches to teach that keep the learner at the center of instruction. All
focus on critical thinking and the teacher simply serves as a guide.
Slavin
also introduces appropriate constructivist approaches for the content areas. In
reading, Slavin suggests a reciprocal teaching method. It can be thought of as
scaffolding for the development of critical thinking about a text. The teacher
starts out by modeling questions that they think of that can deepen their
understanding of the text they are reading, and gradually the responsibility
for coming up with guiding questions is placed into the hands of the students. In
writing, Slavin suggests using specific strategies. One example could be using
the Lucy Calkins model of writing in which students plan, draft, revise, edit,
and publish their writing. In this process, the students are checking their own
work and are learning what works and doesn’t work by finding mistakes in their
work and the work of others. In the area of mathematics, Slavin suggest many
different ways to incorporate student-centered learning, these include:
Supporting Ten-Structured Thinking, Conceptually Based Instruction, Problem
Centered Mathematics Projects, and Cognitively Guided Instruction. In science,
teacher should offer opportunities for discovery and hands-on learning.
Cooperative
learning places students into groups in order to learn from one another. Most
of the time, these groups are made up of students with different ability
levels. This way of grouping challenges students’ communication skills and ways
of thinking. Skills that must be taught along with what is learned in cooperative
groups is how to question, listen actively, give thorough explanations, and not
put each other down (p. 230). In these groups, students must work together and
have independent accountability for their own learning. The teacher serves as a
guide and helps students to learn, but ultimately the goal is for students to
learn from one another.
Analyze:
Constructivist learning theories are highly
beneficial for students, however in the age of standardized testing that we ae
currently in, it is difficult to use the approaches associated with the theory.
I believe that students learn best through exploration, asking critical questions,
and thinking ‘outside the box,’ and that is what constructivist theory is all
about. The teacher in the classroom should not drone on and on and expect
students to learn. For students to truly understand material, they must
interact with it, question it, and hear the thoughts of others. Often times
teachers give information from one side and students are not challenged in
their thinking but are expected to agree with the teacher. I think that this
chapter makes it plainly visible that students do not truly grow to understand
material in this manner. The best way for students to learn is from being
challenged within their own zone of proximal development.
The discussion board this week was filled with many
different responses. Most teachers had concerns about their students not
staying on task during cooperative learning activities or worried about some
students not doing their own work and taking credit for the work of their
peers. My colleague Pam talked about how she has been incorporating more
problem-based learning in her classroom and suggested that each student be held
accountable through the use of peer-review rubrics and team incentives. I think
that both of these ideas are great for helping students to self-regulate and
maintain motivation.
Reflect:
Significance
of the concept concerning the context of my classroom…
My
classroom is where learning all begins. In pre-k, students are stepping into a
learning environment for the first time and are being introduced to new
concepts by the hour. In my classroom, I can use constructivist learning theory
in loads of different ways. I hope to incorporate more opportunity for
discovery learning and questioning in my classroom because I believe that this
will drive students to become life-long learners. Having their first experience
in a classroom be one of critical thinking will set the foundation for quality
learning later in their school careers.
Handling
a situation differently based on this learned information…
After reading this chapter, I was reminded of the
importance of scaffolding in the classroom. It is essential to use scaffolding
in every area of my classroom- from learning how to play with others to
learning letter sounds. I hope to be able to assess each student and offer them
the proper amount of support while also allowing each student to become more
and more responsible for their own learning.
My
learning confirmed my knowledge about teaching…
This week’s reading confirmed my understanding of
the importance of student-centered learning. I cannot force every student to
learn everything that I present, but if I provide students with opportunities
and tools for thinking on their own, I am giving them a better shot at
developing their own abilities to learn and understand. Student-centered
learning places the focus where it should be- on the learner.
How I
feel about the concept…
I feel that it is critical to
incorporate constructivist learning principles in the classroom. Without these
principles, students can become dependent upon teachers to give them the right
answers. Students must learn to think for themselves, to ask questions, and to
communicate with their peers. It is not only the job of a teacher to help
students understand information, but it also our jobs to prepare students for
success by giving them the tools they will need in the real-world. Those skills
do not include being expectant upon someone to always give the answer, but they
do include learning to think for oneself. This process should begin at an early
age. Children should be challenged to answer those critical questions and think
critically as well!
Reference
Slavin, R. E. (2012). Educational psychology:
Theory and practice (10th ed.). Boston, M
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