As a teacher, the
ultimate goal is to get students to learn but to also be given the opportunity
to produce what they have learned in many ways other than a paper test. When
students are engaged in a constructionist learning environment, they are
becoming active architects by building their own knowledge. Building off of the
constructivist theory where knowledge is learned through direct input, the
constructionist theory argues knowledge is actively developed in students’
minds through active collaboration with others (Orey, 2010). For students to
become the constructionist as well as constructivist, it is important on which
instructional strategies and technology tools to incorporate so students can
produce and create multiple avenues of comprehension. Furthermore, with the
correct instructional strategies and technology tools, teachers can create a
learning environment where students are constructing their knowledge through
21st-Century technology tools.
Through
backward planning, I can envision which instructional strategies and technology
tools best prepare students to become constructionists of their own knowledge.
If the end of the unit expects the students to produce a narrative on the
experiences of an Indigenous person on the Trail of Tears, I must provide
students the right scaffolds so that they can construct their knowledge in a
narrative form. If I do not continuously incorporate specific strategies or
technology tools such as virtual field trips and small-group discussions, I
cannot expect my students to thoroughly construct their comprehension and meet
their objectives.
When creating a
constructionist learning environment, the teacher must view building students’
knowledge as a construction site. For example, a new apartment loft does not
begin its building with the flooring and kitchen appliances, it must begin with
a strong foundation that is built with scaffolds and tools. If students are not
equipped with the correct scaffolds and tools, our students will not be
supported in learning and will therefore not be able to construct in their own
creative way the expected outcome of the learning unit. One strategy used to
help support the development of constructionist learning theory is through
small-group discussions. Periodically throughout each period, students are
given multiple opportunities to discuss their current understanding in
expectation of learning additional knowledge from peers after sharing their
newly acquired knowledge. The small-group discussion strategy helps polish the
students’ constructionist ability because it offers an opportunity to discussed
acquired ideas and knowledge, which through communication with peers can help
develop a deeper understanding (Csizmadia et al., 2019).
When
incorporating technology into the curriculum, the opportunities for students to
produce their comprehension expands dramatically. Combining the constructionist
learning theory and technology mindtools, students can take the newly acquired
knowledge of information and construct a virtual production of their learned
information. One way I further incorporate technology as a learning tool for
students to learn as well as produce their learning is through offering
students multiple choices on how to display their knowledge, which Csizmadia et
al (2019) explain is important to students’ autonomy. When students
receive autonomy on how to show their highest level of comprehension, students
are more inclined to increase their effort because they have ownership in their
learning.
Without knowing,
I have been implementing constructivist-based instructional strategies in my
learning environment for the past three years. Creating a learning space where
students are collaboratively engaged in small learning groups and are
encouraged to share and adapt ideas from one another allows for all students to
feel their voice matters. In addition, I have also incorporated technology
tools in my classroom within the past three to four years but have improved the
implementation of technology tools for students. Moving forward, I will
continue to use constructionist and constructivist-based instructional
strategies because of the benefits students receive from doing so. One way I
will continue to incorporate both instructional strategies into my curriculum
will be through the Genius Hour (GH) activity. During bi-weekly GH activities,
students will be given multiple opportunities to use technology while they
develop an action plan for a problem they feel needs attention. Within their
activity, students will utilize technology tools as they research and develop
ideas in groups while they create an actionable next-step in the process of
bringing awareness to their chosen topic. Applying the constructionist learning
theory and technology tools during GH, students are becoming knowledge
constructors where they build knowledge by researching real-world issues and
producing artifacts from additional resources using technology tools that
display meaningful contributions (International Society for Technology in
Education, 2019a).
Although I
incorporated the exact practice last year, I did not know about Genius Hour and
how it could provide space for students to use technology to research something
they are passionate about. Incorporating more time for students to develop a
deeper understanding of their chosen topic, in return, I hope students will
become invested in their learning. The more time students have to research,
reach out to community members, and create ideas for their project, the better
chances they are to become active members of social change. From the digital
citizen’s perspective, I am establishing a learning environment where students
are encouraged to use technology so they can positively participate in the
21st-Century technology-driven world (International Society for Technology in
Education, 2019b).
Incorporating
Genius Hour into my curriculum will take some adjustment for myself and
students. I plan to incorporate GH every-other Friday, where students are given
the entire period to conduct research and begin creating the actionable steps
that they will later present in June. One way I can integrate
constructionist-based instructional strategy is by offering students choices
and honoring their autonomy. Giving students ownership of their learning
enables students to involve themselves in the learning process because they
have an internal investment in their learning. Combining technology skills and
constructionist learning, the ability for students to make autonomous choices
about their production is an important aspect to their understanding (Csizmadia
et al., 2019). If students are given the autonomy to have their own choice of
topic, the teacher is able to understand the students’ cultural identity and
can further support the student in their development of learning.
Another way I
will be able to further integrate constructionist-based instructional practices
is by having the students learn by doing. Giving students time and space to
discuss and collaborate with one another, I am able to create both a
constructionist and constructivist learning environment. Flores (2016) found
that effective use of both constructivism and constructionism is necessary for
a school setting. To say we learn by doing is one thing, I strongly believe we
also learn by speaking, and combining both ideas together will enable students
to deepen their understanding of their topics. Therefore to integrate these
ideas, I will end each GH activity with a two-step discussion. Initially, the
students will discuss their current understanding with one another and share
ideas amongst peers that are researching common themes. After the small-group,
I will conduct a quick whip-around where students share their progress and
ideas with the class.
Lastly, when
instructing a new theory of learning, I believe it is crucial for students to
understand the importance behind the decision for the teacher to incorporate.
If teachers are to expect students to become constructionists, they must give
them the tools in order to build the house. Before beginning the GH activity
that will lead to the students’ culminating project in June, I will have
students watch the instructional video on constructionism while incorporating a
graphic organizer that helps students easily explain the importance behind
constructionist learning theory. Once students understand the importance behind
constructionist learning theory, they will comprehend that their project-based
learning (PBL) is an umbrella term of constructionism (Udacity, 2016). In my
own experience, explaining my decisions to incorporate such ideas as
constructionist learning theory to my students, they can begin to understand
what expectations I seek out of them.
In conclusion,
constructionist learning theory is a springboard of constructionist learning
theory. Grouped together with the correct modeling, strategies, and technology
tools, any teacher can create a learning environment where they become the
facilitator to student learning. With continuous practice and setting of high
expectations, students will be encouraged to take risks in improving their
educational skills while becoming the constructor of their own knowledge.
References
Csizmadia, A., Standl, B., Waite, J. (2019). Integrating
the constructionist learning theory with computational thinking classroom activities.
Information in Education 18(1), 41-67.
Flores, C. (2016). Constructionism, a learning theory and a
model for maker education. Retrieved from http://fablearn.stanford.edu/fellows/blog/constructionism-learning-theory-and-model-maker-education.
International Society for Technology in Education. 2019a.
ISTE standards for students. Retrieved from
https://www.iste.org/standards/for-students.
International Society for Technology in Education. 2019b.
ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-educators.
Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from
http://textbookequity.org/Textbooks/Orey_Emergin_Perspective_Learning.pdf.
Udacity. [Screen Name]. (2016, July 6). Constructionism [Video file]. Retrieved from
https://www.youtube.com/watch?v=-qsiqetMlCg.
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