Constructivist/constructionist learning theories center themselves around the ideas that students are constructing their own learning and understanding through the creation of some type of artifact that can be viewed by others and discussed or reflected upon (Orey, 2001).
Project-based learning tools like Internet search engines, concept maps, word processors, spreadsheets, blogs, wikis, podcasting programs, and graphics programs make implementing the project-based learning strategy simple and efficient. In the first stage of project-based learning, these tools allow students to locate and organize information, and collaborate with peers through the organization and production process. Through the second phase, these tools also allow students to cooperatively create a multitude of projects and present them to their class or peers. The third and final phase of project based learning can utilize these technologies to help students reflect upon and follow up on the projects, editing them and revising the project, based on peer and self-reflection (Orey, 2001).
Project-based learning is a methodology that I am certainly much more familiar with, having used it often in my classroom. However, while contemplating Problem-based learning and thinking about it in conjunction with generating and testing hypotheses, I can see a much broader use for spreadsheets in practical applications. Problem-based learning requires students to think about and solve real life problems. This strategy could be highly effective since “learning is most meaningful and is enhanced when students face a situation in which the concept is immediately applied (Orey, 2001).” While I whole-heartedly agree with this statement, I initially had great difficulty combining this strategy with generating and testing hypotheses. I simply could not see a suitable use for my third grade students. Then, as I began thinking of how spreadsheets allow students to build tables and use formulas to manipulate and change data, I began to see how using this tool could build upon many of our classroom math lessons involving patterns. It could also be used to chart and manipulate possible data in a scientific hypothesis (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Most importantly with this particular strategy, using a real world application or problem would have the greatest impact on my students. For example, students could use spreadsheets to chart the number of bricks needed to complete a patio that has a certain number of bricks in each square foot.
Both of these strategies encourage and require students to build some sort of artifact and construct their own understanding of the content they are learning. Because these strategies are interactive with technology and other students, they help students to create multiple connections to the material they are learning, which makes it much more lasting and meaningful to students.
Resources:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Photo credit: http://www.flickr.com/photos/36764355@N00/324152992
Posts
I definately agree with you that project-based learning helps students to make meaningful connections to what they are learning. I see this in my classroom when students are interactive even if they are just playing game that corresponds to the material, they remember so much more that just taking notes or a paper/pencil test.
ReplyDeleteEmily Laturell
Julie-
ReplyDeleteI love that you posted the point about students having several ways to present the project to others. Students need different ways to show what they have learned and how they have connected and organized the information. I know that fifth graders like the freedom to choose their presentation method. Would you use this with third graders?
-Mel.
Emily,
ReplyDeleteI really think that the more we can engage students and spark emotions while they learn, the more students will learn and remember. When they can recall the information, they can USE the information... and that is when you know that real learning has taken place.
Melissa,
ReplyDeleteI have had my third graders choose their method of presenting. I had students choose between writing a traditional essay (for my linear thinkers), creating an informative poster with Comic Life, using slide shows of photos, or creating a slide show style podcast with recorded voices. The students chose all of them, and the results were phenomenal! They were highly engaged, and they understood far more than I could have taught them alone. When I put my faith in what I knew in my heart that my kiddos could do, they lived up to every bit of it, plus some!
Hi, Julie,
ReplyDeleteI am a bit frustrated, b/c I leave comments, and they disapper! Luckily, I learned the first time to save them! So here it is:
Hello Julie,
From our past discussions, I am aware that you have a classroom blog and have utilized several technological tools within your classroom. I was wondering if you have any stories about your experiences of working with these tools cooperatively in which the concept was solidified by their interactions with each other, and technology?
Also, have your had any experiences in which you observed learning best took place when the learning activity required students to construct an artifact in a collaborative environment and converse about that artifact?
If you have, I would love to hear the details.
Thank you,
Lauren