When one thinks of constructionism one envisions building blocks, and the other tools that go with the trade. We also think of workmen wearing their hard hats. They are equipped for their job. This is the exact impression we need to have when we think of how we teach our students. Constructionism refers to the need to have first hand experience in building stuff (Laureate 2005.) It deals with equilibrium, assimilation and accommodation. As human beings we want to constantly be in a state of equilibrium and if per chance we experience disequilibrium we assimilate the situation and make accommodations so that we can return to that state of equilibrium (Laureate 2005.)
Our aim is to build our students higher level thinking skills. One way to do this is through generating and testing hypotheses. This can be done right across the curriculum not just in science. Technology can play a vital role due to new developments that now allow students to spend more time interpreting the data rather than gathering it using spreadsheet software, data collection tools and Web resources (Hubbell, Kuhn, Malenoski, Pitler, 2007.) As an educator moving forward in the 21st century my duty is not to engage my students in tedious, monotonous, useless calculations but to provide them with information so that they can apply their knowledge of the topic and tools to synthesize their understanding through collaboration with fellow classmates.
Thus we find that generating and testing hypotheses will go hand-in-hand with the constructionism theory where students are guided to synthesize their thoughts from information gathered to make decisions that will help them as they mature into adults.
References: Hubbell, E., Kuhn, M., Malenoski, K., Pitler, H., Using Technology with classroom instruction that works, McREL 2007
Laureate Education Inc, custom edition.
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NickyD~
ReplyDeleteWhat kids of projects do you implore in your classroom. Sometimes when I day project, the students moan and groan. I try to counteract this by having rigorous and relevant topics that allow them to be totally engaged in their learning. How else do you think I can deter this?
~Michele
Nicky D,
ReplyDeleteIt is refreshing to hear that math teachers are actually giving projects that apply to real world situations. I remember being frustrated by some of my math classes because we would just do equation after equation without any explanation of how the problems we were solving were actually useful. I remember when my friend's dad came in and talked about his career as a financial planner. When he explained the time-value of money and gave real life examples and ran the numbers I began to think about math in a totally different way.
Rob
Coach C and Michele
ReplyDeleteIn teaching equations especially ratio and proportion I use actual clippings from the supermarket and have students write their equations and solve them. Also in order to tap into their writing skills I have in the past had them write letters to a classmate who was absent explaining how to solve a problem. I have not recieved any groanings since the inception. They actually like it.
Coach now you have given me an idea to have a financial planner visit my class to talk to my kids about how equations work in real life. Maybe I will incorporate it into my observation next semester.