Contructionism in the Classroom

Using Constructionist Theory to Transform the Classroom.

This week’s lesson focused on knowledge built by the learner and not supplied by the teacher (Orey, 2001). This really is the foundation of the constructionist learning theories. In this learning environment students are investigating, creating and problem solving (Orey, 2001). In order for the student to benefit from this type of learning environment, it is the teachers responsibility to set unit goals and expectations at the beginning of the lesson so that the students will gain a proper understanding of what it is they are trying to achieve and the level of achievement (Orey, 2001).

Constructionist Learning has two main branches, that of Project Based Learning (PBL) and Learning by Design. PBL is a “teaching and learning strategy that engages learners in complex activities.” This learning strategy also emphasizes the creation of an artifact related to the topic as part of the learning outcome (Orey, 2001). Learning by Design on the other hand places emphasis on the “value of learning through creating” (Orey, 2001).

This weeks reading and focus taught me so much. I teach a Algebra II class and last week Friday we began the section on slope. Now this is a topic that the students cover in 8th grade, 9th grade, geometry and once again in Algebra II. You would think that by now they would have mastered the concept, but oh no!!!. Well this weeks lesson made me think that instead of doing the usual activities with them I should try to develop a lesson with PBL in mind. Not being very creative I struggled with this but did come up with the following:

Slope and Rate of Change Project

Students will identify a project they would like to do and find two other individuals to join their group.

Areas of Focus:

1. Calculating the slope of lines.

2. Classifying lines using slopes ( positive, negative, zero and undefined).

3. Comparing steepness of lines

4. Classifying Parallel and perpendicular Lines

5. Geometrical use of Slope.

PROJECT 1

Students will get into groups of threes and work together to create a matching game in which a linear equation must be paired with its related graph. Each student can write a linear equation and its graph on separate index cards. You must be able to put these cards together and shuffle them up, display them face-down on a flat surface, and students can play like a memory game. Your matching game should have at least 4 examples from each of the focus areas listed above

PROJECT 2

Along with the members of the group using construction paper, create a group of learning poster that reflects each of the categories above. Be sure that each poster teaches the main concept with at least 3 examples from each concept listed above for the learner to see and understand. Your poster must have a title, preferably related to that poster subject, example “Classifying Slopes” or Comparing the Steepness of Slopes.”

PROJECT 3

Along with the members of your group find real world applications of linear equations and slope by conducting research and the use of pictures. You may take pictures or use pictures from magazines or catalogs or pictures printed from the internet. These pictures should be of everyday objects not “math” pictures.

You must analyze your pictures and give reasons why you used those pictures. You will turn in your reasoning along with the poster made of your pictures. Try to get at least 3 photos each of positive slope, negative slope, parallel lines, perpendicular lines, and undefined slopes, noting the geometric use of slope.

Grading Rubric: 40 points total

10 Points: Including 3-4 examples of each concept listed

10 Points: Accuracy are the games, pictures and posters accurate depicting the focus area.

10 Points: Presentation

10 Points: Creativity

By using this strategy the student:

· Learns to identify essential concepts and skills from examples and experiences

· Becomes engaged in collaboration with peers and increases their problem-solving ability.

· Increases resource management skills.

· Gives the learner the opportunity to choose the topic that they are interested in, thus increasing their involvement and participation (Orey, 2001).

If we believe that one size does not fit all, then it is important that we learn how to help our students learn so that they can “adapt and extend their knowledge and strategies when they encounter new tasks in new contexts” (Eggleton, M. B. & Dobler, E, 2007 p. 8).

This week’s resources has taught me a lot not necessarily about things I did not know, but about things that are lacking in my practice as a teacher and about who I am. I believe in creating numerous pathways for the student to learn, but I have always thought that you had to be intrinsically creative to design and implement these types of pedagogy. This lesson has shown me that I can get my creative juices flowing as I design my lessons to increase a more inquiry based approach. After all I have a burning desire for my students to be successful not just in the subjects I teach but in life as well, and to do that I need to be more open to new approaches so that they can learn from my example and go forth ready to face any challenge that comes their way.

References:

Eggleton, M. B. & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York, N.Y.: The Guilford Press.

Orey, M. (2001). Emerging perspectives on learning, teaching and technology. Retrieved from http://projects.coe.uga.edu/epltt/.