Constructivism in Practice

            In this weeks resources we learned about some new instructional strategies. The strategies were project based learning, problem based instruction, and generating and testing hypothesis. We also learned about the principles of constructionist learning theories. There are many correlations between the learning theory and the instructional strategies. Technology can also enhance all of these instructional strategies to only more closely be related to the learning theory. Constructionism is a learning theory that says people learn best when they build an external artifact or something they can share with others (Laureate Inc., 2011).

Basically, this theory is stating that students need to use a hands on approach to show what they know.

            The first instructional strategy is generating and testing hypotheses. This strategy is when students are generating hypotheses; engage in mental processes, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, & Kuhn, 2012).  This is related to constructionism because students can use this strategy when trying to solve real world problems. Students can come up with problems in their classroom, school, town, or even within their home. The teacher could also give the student a situation and have them solve it.

            The next instructional strategy is problem based instruction. Problem based is inquiry based and it emphasis learning as a process that involves problem solving and critical thinking in situated contexts (Glazer, 2001).  One example of this, is a webquest. The webquest provides the students the opportunity to produce a final product. They range from posters, to digital story books, and vodcasts. This is related to the learning theory because students are collaborating with peers and presenting their work to the class at the end of the webquest.

            The last strategy is project based learning. Project- based learning is a teaching and learning strategy that engages learners in complex activities (Han & Bhattacharya, 2001).  Like problem based instruction, project based learning focuses on the students creating a final product. It is also related to constructionism because it is student led and student centered, the teacher plays the role of the facilitator.

            Overall, the teacher is playing the roll of facilitator in all of these. They are there to make sure students are being successful and staying on task. The students are producing an artifact or product, and the lessons are engaging in real world tasks.

                                   

                                                         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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Glazer, E. (2001). Problem based instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 22, 2014, from http://projects.coe.uga.edu/epltt/

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/