There are some students willing to just listen to a teacher lecture and then robotically repeat the information that was taught but not learned. They think let me just remember just long enough for the test. After that it won't be needed anymore. Their are also teachers who would prefer this scenario over children asking too many questions. What if they don't the answer to a very good question.
Educators can take a cue from coaches. Coaches can draw plays up, model the execution of a play, but they can't do it for them. Also the other team isn't just going to do what you want them to do. Great coaches teach their players to think. They also give options and pose further questions. Players then try out their ideas and learn form their experiences.
Constructivism/constructionism learning theory states that the learner creates his/her own knowledge. The educator then becomes a mentor/facilitator. In the book Using Technology with Classroom Instruction That Works, an instructional strategy is presented that relates directly to constuctivist/constuctionist learning theory; generating and testing hypotheses is an integral part of project-based and problem-based learning. The authors believe that when students generate and test hypotheses, they engage in complex mental processes (higher order thinking skills), therefore enhancing understanding (Pitler, et al, 2007). As Dr. Orey stated in the this week's video constructionism states that people learn best when they build an artifact (Laureate, 2008). Learners first come up with ideas (generate hypotheses), then they test them. The next step would be to gather and then analyze data. Technology makes these processes less tedious and time consuming. This in turn lets the learner spend more time analyzing what they have learned and compare the hypothesis. Finally the learner can create an artifact, with the help of technology, that will support the hypothesis and allow the learner to make meaningful connections to the content related to the project or problem that is being worked on. By taking control of the learning, the concepts gain more relevance. The learner can finally see how the concepts relate to them and the real world.
References
Laureate Education Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007) Using technology with classroom instruction that works. Alexandria, Va. ASCD
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4 comments:
Thank you for shedding some light on the importance of sports coaches, my son plays football and I appreciate all the effort and time his coach puts into the team. I see the coaches with their magic white boards drawing X’s and O’s, moving players around showing possible plays. The team is to memorize the plays, then put them in action and solve problems instantaneously since the other team did not follow their coaches’ plan. The players are continuously problem solving and strategizing a solution to a problem: How to get a touchdown! The players are always constructing a new set of plays on their own to solve a problem presented by the other team. I had always thought about the football players being in “good shape” but never had I considered their minds were also getting a workout. I had never thought of the coach utilizing the constructivist learning theory, I know they utilize the behaviorist approach.
What a tremendous advantage football players have, they have learned to problem solve quickly or be tackled. Does this skill of quick problem solving aide these students later in the game of life?
I do a lot of hands on experiments with my first graders. I get them to generate ideas of what is going to happen but from that point on with first graders, it's more about what I lead them to and not what they develop on their own. I think the constructivist theory works well to a point with young children but probably better enhances the learning process better in middle schoolers and high schoolers.
I wonder if those coaches on the field are just as good in the classroom with teaching. You are right, educators can take a cue from coaches and if it good enough for them to use on the field, it's good enough for them to use in the classroom.
Kathy
Jennifer thanks for your comments. I started coaching basketball a couple of years before I started teaching. The experiences that I had absolutely helped prepare me for the classroom. I knew that the best I could do for my players was to prepare them for the challenges that they would face. I still feel that in my classroom I must prepare mt students in the same manner.
Kathy, in those moments of hands on experience students make their own personal connections to the learning. I see in myself when I try something new in the classroom. When it does not go well I make adjustments that I hope will have the desired effect. Only by experiencing it can I learn from it. I watch my daughter play and see her try to do some things and I see her learn when things don't go as she wants.
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