The instructional strategies we are considering this week include using spread sheet software, data collection tools and using web resources are all centered around integrating technology to produce and actual artifact or actually solving an authentic problem. According to the article we read this week by the Department of Educational Psychology and Instructional Technology at the University of Georgia, “PBL environments include authentic content, authentic assessment, teacher facilitation but not direction, explicit educational goals, collaborative learning, and reflection.” Project based learning is embedded in real life problem solving and working together on more longer term projects that have a series of components or artifacts that make up a whole. Students decide what they are going to do and how they will do it with the teacher as a facilitator – more working with them instead of telling them what to do. The article further states that in learning by design “Designers (learners) create objects or artifacts representing a learning outcome that is meaningful to them.” By its nature it is very individual and constructed in strong correlation to the experiences of each student. The artifacts are different and meaningful in different ways to different students based on prior knowledge.
The strategies correlate with constructionist/constructivist theory because the meaning and development is coming from the students themselves. As they build an artifact they are organizing and synthesizing information to construct meaning that is more relevant to them. The technological tools make is easier for students to see patterns emerge and/or visual representations of information to make more streamlined analysis of information.
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Good thought about how the artifacts being different and maeningful in different ways to different students based on background knowledge. I had not really thought about how these artifacts will be unique to each learner. But, you are exactly right. Because of this, I do believe how important it is to allow cooperative learning with collaboration. Students often learn alot from each other, but they learn from themselves,too, when they have an opportunity to voice thier thoughts and opinions. Together they can build great knowlegde. So, I guess constructionism can be both individual and collective learning. What do you think about this?
ReplyDeleteLynn
Molly,
ReplyDeleteI agree with Lynn that "constructionism can be both individual and collective learning." I also agree that the collective learning is often the most powerful. What teacher doesn't know from first-hand experience that the best way to learn something is to teach it. For me the best example of this was teaching the differences between mean, median, and mode. When I taught it, I had to construct a way to remember it and share it with a room full of fourth graders. I will never forget which of those three is which again. Giving our students the same opportunity through cooperative learning experiences is very important.
You said "The artifacts are different and meaningful in different ways to different students based on prior knowledge." That got me thinking that the students final projects are all going to be different. Sometimes, teachers need to stop to realize this .
ReplyDeleteWe should also remember this when we pair students up.
Good post....plenty to think of.
Constructionism/Constructivism is a great theory that should be put into use in every classroom. It's more meaningful when the students create an artifact, than if a teacher is just lecturing. They take ownership over the project and they have a sense of pride. This also helps them retain the information. I also love that you mentioned that different students will learn the same material different and in a different context. I am a strong believer in individualizing our instruction/projects/activities/tests... or whatever it may be... to fit the needs of our students. It is so important that teachers realize that every child learns differently and they shouldn't expect the same results for the same assignment. Great post!
ReplyDeleteI really relate to the part about the teacher acting as facilitator... in my experience that is the key to success, and also a difficult balance point to find. The students definitely have a higher level of motivation and excitement when they can claim a project as their own, but they also need guidance to produce the highest quality product possible. Changing roles from leader to facilitator continues to be a trial and error process for me anyway!
ReplyDeleteLynn,
ReplyDeleteI definitely think it can be both - and should be. Everybody brings something a little bit different to the table. Now I will be corny - like a stew - its a little different every time depending on how much and what goes in. My classes each day are like this - same plan with different personalities and experiences making each one unique.
Lori,
ReplyDeleteThanks for the comments. That is why I like to use the layered curriculum with lots of options for the students. I sometimes feel bad when very academic students opt to do book work and finish quickly - yet, if they learn it well and have a firm understanding and that is how they prefer it, I must accept it!
Dianne,
ReplyDeleteYes, finding that balance is really a sticking point for me as well. I am constantly questioning my level of involvement, planning, and guidance. It is very similar to students doing an open ended project and having anxiety about whether or not they are doing what they are expected to do. I'm always saying "relax - do what you think is the right thing." I need to apply that to myself as well!