Generating and testing hypotheses is another way of helping students to engage in more complex processes and overall strengthen their understanding of content (Pitler, Hubbell, Kuhn & Malenoski, 2008). This is certainly a way of creating artifacts while students are being actively engaged (Laureate Education, Inc., 2011). When a student generates and test hypotheses, it is not an absolute thing but has been uniquely constructed in the mind of the student this is constructionism and learning certainly is taking place, which is what we as teachers want to happen.
The main focus of the instructional strategy and constructionism is to make sure the learner is involved with the entire process from start to finish and feels he/she is an active part of the process from start to finish. Instead of the teacher lecturing and making all of the decisons, it becomes a group effort with the teacher acting as facilitator and guide. Listening to the discussions and providing feedback when needed as to keep the process going in the intended direction. The students are more responsible for the learning taking place and they are doing the investigating, creating, and problem solving once they are given clear instructions (Han & Bhattacharya, 2001).
The fact that there is technology out there to assist students with being able to interpret data and not have to spend all of their time gathering it is a plus for teachers and students, we need to do our best to engage our students with this technology as soon as we can to get them use to the higher level thinking skills which will prepare them for those 21st century high technology jobs.
Reference:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/22/2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer) (2011). Program seven: Constructionist and constructivist leanring theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&Coursenav=o&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
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Tonja,
ReplyDeleteI am glad you brought up lecturing as a negative aspect for kids in school. I think that many times in high schools, teachers are so used to lecturing the whole time that it is hard to get away from that and do project-based learning. I teach at a school that does workshop model teaching (which is basically project teaching). There are many teachers at my school who hate this model of teaching because they cannot lecture the whole time nor have their students do worksheets and book work.
I agree with you Tonya. We really have to change our style of teaching if we intend to reach our students. How can we know if our students are learning?
ReplyDeleteI know too, that all teachers are grateful for the resources available on the web. Lecturing is definitely a 'no-no'. In this day and age, we need to employ the various web tools available to ensure that our students are actively engaged in the learning experiences.