Constructivism in Practice

When I relate generating and testing hypothesis to constructivist learning theory I relate more and more to constructivism. I think back to all the experiences I had that helped me understand the world around me it was experiences that were self driven. I thrived on teachers who gave us an assignment and had us problem solve to get the resolution to get to the final product and had hands on assignments that allowed us to bring in our own elements. Teachers who stood and lectured and lectured made me fall asleep. I related to hands on learning more then anything. This is how I strive to have my classroom today. Students are totally hands on and have the freedom in my classroom. I have a futon couch, many bead bags, fun chairs and rugs all over my classroom. We learn as a group and I am the leader to guide them through the learning process not direct them.


Generating and Testing Hypothesis...

When I see generating and testing hypothesis it reminds me of all the science classes I had in my undergrad. It is stated "when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary and enhancing their overall understanding of the content." Technology provides numerous resources to help us in generating and testing hypothesis to see quick results. Students can enter in data and have it neatly organized for them. I have only experienced one form of data entry and that is through Microsoft Excel. My students need many experiences with all aspects of technology because they have a difficult time experiencing technology outside of school. When I assign a quick PowerPoint assignment they struggle because they have not experienced it before. They ask so many questions that they can answer by experimenting. They want to achieve perfection and struggle to trust themselves when it comes to technology.


Constructivism...

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.

How Constructivism Impacts Learning

Curriculum–Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students’ prior knowledge. Also, it emphasizes hands-on problem solving.

Instruction–Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment–Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.


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