I found this weeks reading from the "Using Technology with Classroom Instruction" book to be very informative and very interesting. The chapter begins by Introducing the following generalizations:
1. The generating and testing of hypotheses can be approached in an inductive or deductive manner
2. Teachers should ask students to clearly explain their hypotheses and conclusions.
(page 202)
They followed up with the following generalizations...
1. Make sure students can explain their hypotheses and conclusions.
2. Use a variety of structured tasks to guide students through generating and testing hypotheses.
(page 203)
These two sections clearly explain how teachers should approach the generation and testing of hypotheses in their classrooms. They are to require students to be able to explain their thought process while at the same time providing students with tasks to support students in their research and conclusions.
In my opinion the generating and researching of hypotheses is directly correllated with constructivist theory. Nothing is better at allowing students to construct knowledge than to let them develop and test their theories and ideas while at the same time challenging them to explain as they go. The text goes on to explain six different ways that students can do this.
1. systems analysis
2. problem solving
3. historical investigation
4. invention
5. experimental inquiry
6. decision making
These six activities are excellent ways to force students to develop theories and test them. The text suggested that spreadsheet software be used to assist in this, but also stated that not a lot of time should be spent gathering data, rather more time be spent on analysis and conclusions. (page 204)
The different instructional strategies talked about in this weeks resources all align directly with constructivist theory because they allow the student to create something. It is assumed that with this creation students are also creating knowledge of their own. This is the very basis of project based learning. Students are to create their own knowledge in an attempt to build a firmer foundation than simply stuffing them with facts from a lecture or a textbook. Students who apply data are generally more likely to be influenced by it than students who simply hear or read it.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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James, it is so true that many educators still lecture and as you said "stuff them with facts". I believe that when a student learns a new concept that they should be able to tell you, in their own words, what they have learned or even what they understand the new concept to mean. So many times we neglect or even ignore how important this aspect can be. Through project-based learning, students tend to be able to understand the process of learning throughout their participation until a task has been complete. By completing step-by-step processes, they are able to relate to how they reached their goal or final result of their tasks. Kristin
ReplyDeleteJames,
ReplyDeleteI agree with your emphasis on the importance of student-created knowledge rather than on having to rely on the methods of teachers past.
One of the greatest feelings for me as a teacher is when a student completes a project and then explains in his or her own words what was learned by completing it. I love it when they get that "Eureka!" feeling and can actually relate what they created to the lesson and more importantly, to their own lives.
Great job.
César
James,
ReplyDeleteI agree with your statement that nothing is better than allowing the students to create their theories and ideas and then to construct something that will prove them so that they can share them with others. Students today take more pride in creating with technology than simply restating what the teacher has taught them. When they create they take an active part in their learning which make it more meaningful to them. The ability to try their own theories and learn from them gives them ownership of what they are learning and makes them more eager to expand their knowledge.