Blog Entry Week Five
This
week in EDAT 6114 we discussed the constructivist approach to instruction. This
theory is all about instruction being student-centered and incorporating
discovery and discussion. The chapter we read summarized the idea of the
constructivist approach as well as discussed how to effectively use the
practices and strategies that go with student-centered instruction.
Analysis
Slavin
(2018) begins the chapter by defining constructivist theory as “the idea that
learners must individually discover and transform complex information if they
are to make it their own” (p. 188). In this method of teaching, students gain a
more active role and the teacher’s becomes more of a moderator or guide. Vygotsky
was one of the theorists who influenced constructivist instruction through
social learning, the zone of proximal development, cognitive apprenticeship,
and mediated learning (Slavin, 2018). Social learning is the idea that children
learn through experiences and interactions with people who are more
knowledgeable. This can be done through cooperative learning and discussion.
The zone of proximal development “marks the range of tasks the child might not
be able to do alone but can do with the assistance of peers or adults”, and
when participating in cooperative learning students are likely working within
this zone (Slavin, 2018, p. 189). Vygosky’s next concept, cognitive
apprenticeship, refers to the idea of a student learning through interactions
with an expert, whether that is a child or an adult. This is very similar to
social learning, but the focus is more on the fact that a student is learning
from someone who is considered an expert and uses the expertise they gain to work
through complex tasks. This is another place where cooperative learning, and
particularly peer tutoring, is helpful. The final concept Slavin (2018)
discussed from Vygotsky is mediated learning. This concept is synonymous to
scaffolding, and requires that students receive adequate support throughout the
activities they are completing. All four of these components are present in the
constructivist approach.
Slavin
(2018) goes on to explain that constructivist approach is about “top-down”
thinking where students begin with a difficult task and work with teacher guidance
to “discover the basic skills required” (p. 190). As a result of the complexity
of the tasks and activities, students will need the support of their teacher
and each other in order to come to conclusions and discover the skills
required. The peer interaction piece provides students with the opportunity to
talk through their ideas and clear up misconceptions.
Another
part of student centered learning that is so important is questioning. The
focus on discovery requires students to come up with questions and push to
answer the questions that they have. The idea of reciprocal teaching involves a
teacher working with a small group of students in order to model questioning
and encourage students to practice questioning each other in the same manner.
The teacher moves from a leader to facilitator as the students begin to do the
questioning (Slavin, 2018).
There
are several ways for teachers to integrate student centered learning in their
classrooms. Some of these include jigsaws, project-based learning, and think
pair shares. Each of these activities presents opportunities for critical
thinking and discovery.
Reflection
This week’s topic was particularly
interesting to me because I do a lot of student centered learning in my room
and really value what it does for my students. I attended a conference on
Instructional Conversations last year and the whole idea is that students
become the leaders while the teacher takes a back seat as on observer. At
first, I was very hesitant to hand the reins to my students, so to speak. I
worried that they wouldn’t stay on task or get much from the experience.
However, after discussing our class norms, choosing conversation goals, and
splitting my students into groups for the first time, they proved me wrong. I
heard my students having deep conversations and making connections I hadn’t
expected. They were actually listening
to each other and using each other’s ideas as a springboard. My students made connections across content
areas, and remembered the things they discussed together a lot longer than when
I had just presented the content in a whole group setting.
Students make better connections and
gain more knowledge when they are invested and engaged. Student-centered
learning focuses on providing those opportunities through things like project
based learning and frequent chances for discussion. Using this form of
instruction allows students to take charge and learn new things through
questioning and discovery, rather than just by being told what is true or not. I
believe that student centered learning should absolutely be a part of every
classroom. This will create independent students who have a desire to learn and
discover more. Student centered learning also creates opportunities for
students to learn from each other, forming relationships and social skills at
the same time. While teacher led instruction has its place in the classroom,
constructivist theory is essential to encouraging our students to being active
learners and take control of their learning.
Reference
Slavin, R. E. (2018). Educational psychology:
Theory and practice (12th ed.). Boston,
MA: Pearson Education.
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