The focus for EDAT 6115 this week was
on the constructivist view of learning. In Chapter 8 Slavin identifies key concepts
of the constructivist view of learning and the implications for classroom
practices. Slavin discusses effective ways to use cooperative learning in the
classroom. Slavin describes how teachers can teach students problem-solving and
thinking skills. Slavin also helps identify how the intentional teacher would
use constructivist ideas in the classroom (Slavin, 2020)
Analysis
This
chapter begins with a scenario of Mr. Dunbar who effectively shows how to use
the cooperative learning in the classroom. Mr. Dunbar gave some brief hints and
related to a previous lesson to have students ready to explore for this lesson.
Mr. Dunbar’s students worked in groups of four to find solutions to solving the
problem, they encouraged each other, and they tested their theories to solving
the problem. After, Mr. Dunbar had them go help other students who were struggling.
(Slavin, 2020)
According
to Slavin the constructivist view of learning is when students construct the
knowledge in their own brains and then the teacher facilitates the students to
help make the learning meaningful. (Slavin, 2020) During the constructivist revolution
the main work that was used to drive this theory of learning came from Piaget
and Vygotsky. Social learning, Zone of Proximal Development, Cognitive
Apprenticeship, and Mediated Learning (scaffolding) are some of the key ideas
drawn from Vygotsky. Both Piaget and Vygotsky also stressed ideas that are used
in constructivism such as using mixed-ability learning groups. (Slavin, 2020)
Top-down
processing is where students begin with complex problems and work toward a solution
or with teacher guidance discover those basic skills that are required to
complete the problem. This is different that bottom-up instruction where the
teacher begins with basic skills and builds slowly upon those skills. Top-down
would allow the students to use higher order thinking skills to test out ways
to solve problems before they are given help. (Slavin, 2020)
Peer
interaction has a great impact on student learning. During collaborative
learning students can learn from other ways to think critically about solutions
to problems. There is an emphasis on the social nature of learning with peer
interaction. (Slavin, 2020)
Discovery
learning is where students are encouraged to learn using their own active involvement
in the learning process. Many museums use stations set up for discovery
learning. In a classroom where students maybe trying to solve problems such as
volume of cylinders such as Mr. Dunbar’s classroom, students are in charge of
the learning. However, guided discovery where the teacher facilitates is much
stronger at helping students gain meaning in the learning. (Slavin, 2020)
Self-Regulated
Learning is where students have knowledge of an effective learning strategy,
how to use it, and when to use it and they are able to solve problems or read
for comprehension or write. The students would also need to have the motivation
and persistence to effectively self-regulate their learning. (Slavin, 2020)
Slavin
shared may constructivist approaches to learning in the various content areas.
One approach about writing is that
students are engaged with writing process models, using graphic organizers, and
having students working in collaborative groups. (Slavin, 2020) Concept-Oriented
Reading Instruction (CORI) is another approach to learning in upper grades of
elementary school. In mathematics, students could work together is small groups
to solve problems such as the example given of Mr. Dunbar’s classroom.
Discovery learning is a great way to approach science for the constructivist learning
experience. (Slavin, 2020)
There
is significant research that supports specific types of constructivist methods.
However, since the methods are so diverse, and some include more informal ways
of using constructivism, the research is not as well defined. There is more research
conducted on some specific forms of cooperative learning methods such as STAD,
Jigsaw II, CIRC, and Learning Together where the cooperative learning has some
essential conditions met. There has to be recognition for the group, and there has
to be individual accountability. (Slavin, 2020)
One
area of the world where students will need to work well with others or on teamwork
is in the 21st century workplace. As students begin to learn those
skills in the classroom, they can translate them into productively using those
skills in the workplace later in life. (Slavin, 2020)
Slavin
states that, “Students cannot be said to have learned anything useful unless
they have acquired the ability to use information and skills to solve problems”
(Slavin, 2020, p. 209) In general, the way to teach problem solving strategies
should involve teach students to identify the problem, define the resources and
information, determine how to represent the problem, and putting this into
steps to solve the problem. (Slavin, 2020) Slavin also listed other means of
teaching problem solving such as means-ends analysis, extracting relevant
information, and representing the problem. (Slavin, 2020) To teach students to creatively
problem solve, Slavin suggested some strategies that can help such as
incubation (pause and reflect), suspend judgment (brainstorming), appropriate climates
(relaxed, fun atmosphere), analysis, engaging problems (intrigue the student),
and feedback from the teacher. (Slavin, 2020)
Slavin suggests that one way to teach thinking skills is to create a “culture of thinking” within the classroom and daily lessons. Use the four-step process of sate the problem, search for solutions, evaluate, and elaborate. In the table Slavin shared, we can see many ideas on how to use the four-step strategy.
Critical thinking is a key objective of schooling. We have toe teach students to use their knowledge to make rational decisions. Students need to determine when text or media are being misleading. Students need to learn how to practice the skills that will help them use critical thinking skills. The classroom tone should be free to have opinions during discussion and have a diverse set of perspectives. (Slavin, 2020)
The
intentional teacher will be one who knows how to structure activities that will
be student centered and use constructivist methods. This teacher will give
students many and frequent opportunities to create or discover knowledge one their
own. Intentional teachers use effective forms of cooperative learning, teach
problem-solving skills, and teach critical-thinking skills. (Slavin, 2020)
Reflection
I feel about the concept of constructivism
in learning is a solid one. I have used many of the key ideas in my classroom
over the years. I used a jigsaw grouping during a reading activity that mostly
went well. There is a lot of planning that is involved. Student centered
learning in my opinion is the better way to learn. As I am continually a
student myself, I can say that for me I learn better when I have to put my own critical
thinking skills to task. I know my students will as well.
In the context of my classroom, I
have used pair-share, collaborative groups, and jigsaw. I have tried to teach
those problem-solving skills using a method called “CUBES” where the student
circles key numbers, underlines the question, puts a box around action words, eliminates
and evaluates the problem, and then solves the problem. This has helped many of
my struggling students with math problems. In reading, I have tried to help students
make connections using those thinking strategies. When we were writing
opinions, I shared some advertisements. We talked about the difference between
facts and opinions. My little first graders actually began using those
strategies and beating me to the punch in lessons.
I can use what I learned to become a
better teacher by using a more formal way of having students work in
collaborate groups. One area that I found that will need to be worked on is
having specific protocol for working in groups. Also, I need to have individual
accountability and group rewards for those collaborative groups.
Hattie (2008) stated “The model of
visible teaching and learning combines, rather than contrasts, teacher centered
teaching and student-centered learning and knowing” (p. 26) I agree with Hattie
that both methods of learning need to be in place. I feel that to truly differentiate
learning, we need to bear in mind that each person learns differently. Some may
need more teacher directed learning where others can handle more student
centric learning. Hattie also stated that, “constructivism is not a theory of
teaching, but a theory of knowing and knowledge” (Hattie, 2008, p. 26) I agree
with this. Students are there to gain knowledge, we can facilitate that knowledge
in student centered activities, or we can present that as new knowledge in
teacher led learning.
Reference
Hattie, J. (2008). Visible learning A synthesis of over
800 meta-analyses relating to achievement. Routledge.
Slavin, R. E. (2020). Educational psychology: Theory and
practice (13th ed.). Pearson Education. https://www.amazon.com/gp/product/B088HBVY4X/ref=kinw_myk_ro_title
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