Chapter Eight Reflection
Chapter Eight Reflection
Description
Constructivist learning is a student centered form of instruction that provides critical thinking opportunities where students have to solve problems and perform tasks. These opportunities are student led and the teacher only serves as an assistant.
Analysis
It is important for students to not just learn from memory but be provided with opportunities where they must construct knowledge on their own. "For students to really understand and be able to apply knowledge, they must work to solve problems, to discover things for themselves, to wrestle with ideas" (Slavin, 2015, p.190). Constructivist theories of learning are based on this premise. This theory is based on findings from Piaget and Vygotsky. Children are expected to work together to solve problems and test rules. Although they might be working slightly above or below their level, it is within their zone of promial development and proven to be beneficial. "Current interpretations of Vygotsky’s ideas emphasize the idea that students should be given complex, difficult, realistic tasks and then be given enough help to achieve these tasks (rather than being taught little bits of knowledge that are expected someday to build up to" (Slavin, p.2015, p.191). This can be in the form of projects, experiments, simulations, authentic tasks, etc. Students should begin with the more difficult process and work to figure out the basic skills. This type of teaching is heavily dependent on peer interaction, or cooperative learning. Students work in mixed ability groups The groups will work together for several weeks or months. It is important that they are taught listening skills, sharing ideas, manners,etc. Key factors in constructivist learning is discovery learning, self regulated learning, and mediated learning. In discovery learning, "students are encouraged to learn largely on their own through active involvement with concepts and principles, and teachers encourage students to have experiences and conduct experiments that permit them to discover principles for themselves" (Slavin, 2015, p.193). Self- regulated learners "are motivated by learning itself, not only by grades or others’ approval, and they are able to stick to a long-term task until it is done"(Slavin, 2015, p. 193). These strategies must be taught but have been proven to increase academic success. In mediated learning, "the teacher is the cultural agent who guides instruction so that students will master and internalize the skills that permit higher cognitive functioning"(Slavin, 2015, p.194). It is difficult for researchers to compare constructivism to traditional learning due to the diverse differences. However, there are studies that show positive affects.
Reflection
This chapter was like an awakening in some sense for me. My educational training was at Auburn University in Early Childhood Education. The sole teaching was based on constructivist learning. I can remember graduatingand getting my first job as a kindergarten teacher and being on fire. I was prepared and ready for this type of teaching. I was also in a school system where this was the norm. The teachers met together with the standards and planned thematic units that provided cooperative learning and opportunities for tangible, hands-on and meaningful learning experiences. It was a lot of preparation and time spent but was so exciting to see how the kids worked together and grew in their thinking process.
Fast forward to now and I look back and realize how far I have come from this type of teaching. Some of it has to do with the school environment I am now teaching in and some of it has to do with the ridiculous amount of requirements set on each teacher and each student. So much of it is teacher led and dictated by common core standards, district standards and even textbooks. I provide opportunities for cooperative learning projects occasionally but it is by far not the meat of my instruction. I want to do a better job of looking ahead and finding ways to offer this as a majority of my teaching and not just an occasional moment. I am going to use the standards this summer as a guideline and begin strategically planning ways that I can incorporate real life experiences that are student led and where I am simply an assistant to guide their learning. It is going to be my mission to get back to my love of teaching this way. I know it will take lots of planning and creative scheduling but I am determined and know it will be well the worth the effort.
References
Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:
Pearson Education.
Analysis
It is important for students to not just learn from memory but be provided with opportunities where they must construct knowledge on their own. "For students to really understand and be able to apply knowledge, they must work to solve problems, to discover things for themselves, to wrestle with ideas" (Slavin, 2015, p.190). Constructivist theories of learning are based on this premise. This theory is based on findings from Piaget and Vygotsky. Children are expected to work together to solve problems and test rules. Although they might be working slightly above or below their level, it is within their zone of promial development and proven to be beneficial. "Current interpretations of Vygotsky’s ideas emphasize the idea that students should be given complex, difficult, realistic tasks and then be given enough help to achieve these tasks (rather than being taught little bits of knowledge that are expected someday to build up to" (Slavin, p.2015, p.191). This can be in the form of projects, experiments, simulations, authentic tasks, etc. Students should begin with the more difficult process and work to figure out the basic skills. This type of teaching is heavily dependent on peer interaction, or cooperative learning. Students work in mixed ability groups The groups will work together for several weeks or months. It is important that they are taught listening skills, sharing ideas, manners,etc. Key factors in constructivist learning is discovery learning, self regulated learning, and mediated learning. In discovery learning, "students are encouraged to learn largely on their own through active involvement with concepts and principles, and teachers encourage students to have experiences and conduct experiments that permit them to discover principles for themselves" (Slavin, 2015, p.193). Self- regulated learners "are motivated by learning itself, not only by grades or others’ approval, and they are able to stick to a long-term task until it is done"(Slavin, 2015, p. 193). These strategies must be taught but have been proven to increase academic success. In mediated learning, "the teacher is the cultural agent who guides instruction so that students will master and internalize the skills that permit higher cognitive functioning"(Slavin, 2015, p.194). It is difficult for researchers to compare constructivism to traditional learning due to the diverse differences. However, there are studies that show positive affects.
Reflection
This chapter was like an awakening in some sense for me. My educational training was at Auburn University in Early Childhood Education. The sole teaching was based on constructivist learning. I can remember graduatingand getting my first job as a kindergarten teacher and being on fire. I was prepared and ready for this type of teaching. I was also in a school system where this was the norm. The teachers met together with the standards and planned thematic units that provided cooperative learning and opportunities for tangible, hands-on and meaningful learning experiences. It was a lot of preparation and time spent but was so exciting to see how the kids worked together and grew in their thinking process.
Fast forward to now and I look back and realize how far I have come from this type of teaching. Some of it has to do with the school environment I am now teaching in and some of it has to do with the ridiculous amount of requirements set on each teacher and each student. So much of it is teacher led and dictated by common core standards, district standards and even textbooks. I provide opportunities for cooperative learning projects occasionally but it is by far not the meat of my instruction. I want to do a better job of looking ahead and finding ways to offer this as a majority of my teaching and not just an occasional moment. I am going to use the standards this summer as a guideline and begin strategically planning ways that I can incorporate real life experiences that are student led and where I am simply an assistant to guide their learning. It is going to be my mission to get back to my love of teaching this way. I know it will take lots of planning and creative scheduling but I am determined and know it will be well the worth the effort.
References
Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:
Pearson Education.
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