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 (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 202). This strategy very easily allows educators to create project-based, problem-based, or inquiry-based approaches to student learning. Technology plays a vital role in this specific strategy as it permits students to spend more time interpreting, and analyzing data rather than gathering the data – a process that can be tedious and error prone (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 203). Students can use what they learn about the data to build presentations to share with others.
With the use of the technology students can create artifacts in order to resolve their disequilibration (Laureate, 2009) by making assimilations or accommodations to their current beliefs and understandings. Students are more likely to learn or modify a concept by a hands-on activity verses the chalk and talk. Using the constructivist/constructionist learning theory approach it provides an engaging learning environment which will increase motivation and lead to retention in learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 213).
By using project-based, problem-based, or inquiry-based approaches it allows student-centered learning to take place in your classroom rather than teacher-center learning. From the time we learn to walk and say our first word while growing up it is a student-learning environment all around us. We learn everything we know by exploring and building on our equilibration by accommodating or assimilating our understandings of the real-world concepts. We as educators need to use that approach in our classrooms to allow our students to build their own stuff that will eventually make them responsible and successful in the future. The strategies discussed in this week’s resources are tools that will allow our students to construct their own thoughts and ideas with the help of us teachers facilitating rather than showing or doing.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Emily
ReplyDeleteWe are working on a project-based assignment in one of my classes right now, and I have seen a marked increase in motivation and enthusiasm. Several students have put in hours of their "own" time because they are having so much fun. By turning over the responsibility to our students, we often see dedication and creativity that exceeds our expectations. You are so right that as teachers we need to allow our students to construct their own work and to be able to feel a true sense of accomplishment.
Wanda
Wanda,
ReplyDeleteI am so jealous that you can work on computers with your students. I took a new job at the beginning of this year and we are not fortunate enough to have access to computers. Infact, my computer that I am able to use is ten or so years old. We have overheads and graphing calculators. Our district has one smartboard and one document camera and that is at our board of education office. I feel so sorry for my students because they are so far behind in that part of education.
Emily,
ReplyDeleteHow is it possible that somebody came with the idea that people can learn most by imitating what their teachers do? I absolutely agree that the cognitive strategy, exploring and building (and many other ones) are the best approach to teaching as students learn “naturally” – you mention it. We are to learn by a particular procedure and educational process should be adapted accordingly.