Dr. Orey explains that Constructionist theory requires students to have hands on experience with the creation of a product (Laureate Education, Inc., 2010).This week’s resources identify methods such as generating and testing hypotheses, webquests, and other problem based learning (PBL) methods. All of these methods involve the creation of a product, which makes them effective methods for application of the Constructionist theory. What I like about these methods is that they all involve active learning. I have always felt that active learning is the most productive learning and in most cases, results in the creation of a product. I want my students to be active participants in the learning process as I feel that it increases their engagement and allows us to explore the higher orders of Bloom’s Taxonomy, such as, application, analysis, synthesis, and evaluation. All of this makes me a constructionist.
In my discussion board response to a fellow classmate in my graduate class this week. I mentioned a couple of PBL projects that I have done in the past with my students. For one of the projects I mentioned that the students were an integral part in the creation of the requirements and evaluation process. The concept of partnering with students to have their full participation not only in the creation of the final product but their involvement in the requirements and evaluation process is the subject of Marc Prensky’s book, Teaching Digital Natives: Partnering for Real Learning (2010). After reading this book last summer, I vowed to never lecture again in my classroom and apply his concept of partnering with my students whenever possible. The results have been amazing. I will never go back to traditional instruction again! For more information on Prensky, I strongly recommend his website http://www.marcprensky.com/
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, Calif: Corwin.
Melanie, your last paragraph really caught my attention. I’m always interested in hearing new ways of instruction and one without lecturing sounds terrific! What do you mean by “partnering” with your students? I will definitely look into Marc Prensky’s website and book. Thank you for this new source!
Partnering is a way of having the students help to create the project and the evaluation. My best example is probably when i was teaching eighth grade earth science. While studying earth quakes the students were asking about how buildings were constructed differently in earth quake prone areas. Together the students and I decided to research how buildings were built. The students thought it would be fun to have a contest to see who could build the strongest earth quake resistant building. Together we decided on what building materials could be used, how much time would be allowed, the requirments for the structure, and how it would be judged and graded. These students graduated from high school 7 years ago, but on occasion I run into one of them and they tell me that was the best project they ever did.
At my high school we use the use of partners a lot in the CTE area. An example of this is building bridges. Students design a bridge, cut the bridge out on the laser machine and then put it together. Once it is put together we weigh the bridge and then see how much weight it can hold. It is a great partner project and students like the competition to see what bridge will hold the most weight.
I can see why that would be the best project for your students. What state do you live in, Melanie? The reason I ask is because I’m from California, where earthquakes have a great presence in the schools (emergency drills) and the architecture of buildings. I can see how partnering with students in this type of project can be very effective and fun.
We are in Nebraska.
Melanie,
Thank you so much for this reference. I remember you mentioning Prensky in the previous class. I think this is going to be my first read this summer. I have always enjoyed getting student input, but when rubrics came along, I didn’t see how to bring them in on the planning and development. (I thought they would’nt get it!) I have been underestimating them.