Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning
Constructivist/Constructionist learning theories relate to dynamic knowledge being constructed in the thought processes of the learner from the aspect of creating ideas through the active engagement of building an artifact that can be reflected upon and shared with others (Orey, 2010, p. 130). In this week's discussion, the scholarly source I located said “constructivism does not embody a recipe for teaching,
instead, it is a theory explaining learning— implementation of this learning theory becomes the most important characteristic of well-designed lessons” (Uzuntiryaki et al., 2010, p. 403). The relationship between these learning theories with instructional strategies, and technology tools can be looked at as a way of incorporating proven teaching methodologies with digital design applications that are currently in use. An example of this would be students creatively engaging in producing and “writing a word processing document” (Laureate Education, 2015e, paragraph 21) from a teacher-generated rubric for an assignment. These strategies and tools work together to support student learning in constructivist/constructionist learning theories by a “learning by design process” in which students produce an original artifact in line with the parameters of the lesson and or assignment.
In the future, I might use the constructivist-based instructional strategy of learning by design with Web 2.0 digital mashup tools to implement the start of a lesson on “the parts of a chemical reaction”. In this scenario, the students may use a minimum of two multimedia applications, of their choice, to describe and portray the reactants and products of a favorite recipe, in which they would like to cook, in order to introduce the concepts associated with chemical reactions. The Educator ISTE standard of continually improving the practice by “exploring proven and promising practices that leverage technology to improve student learning” (ISTE, 2008) is associated with the aforementioned strategy and tools. And curating “a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences” (ISTE, 2016) for the student as a knowledge constructor is associated with technology tools needed for applying the constructivist-based instructional strategy.
In this week's discussion, the popular source I located can be applied to a constructivist classroom by encouraging students “to elaborate on their ideas and use evidence to bolster their opinions” (n.d., Study.com) in order to value the learner’s point of view from an educator’s standpoint. I would integrate the merits of this type of source into my GH assignment in order to support the application of the constructivist learning theory associated with allowing students to engage with material that relates to their interests which can help strengthen their motivation to learn and deepen their understanding of a unique problem they wanted to solve.
References
International
Society for Technology in Education (ISTE). (2016). Standards for
Students. http://www.iste.org/standards/standards/for-students-2016
International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers
Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.
(n.d.). Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. Constructivist Teaching: Principles & Explanation - Education & Teaching Class (Video) | Study.com. http://study.com/academy/lesson/constructivist-teaching-principles-explanation.html
Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices? Research in Science Education, 40(3), 403–424. https://doi-org.ezp.waldenulibrary.org/10.1007/s11165-009-9127-z
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