In an article by Melinda Kolk she speaks to the connection between the modern classroom and constructivism (Kolk, 2023). She talks about Jean Piaget’s philosophy that education should prepare students to create, rather than just regurgitate or copy (Kolk, 2023). Teaching from a constructivist angle is not only beneficial to kids, but is becoming easier to implement as technology progresses. In Walden University's Constructivism in practice video examples of this kind of learning are shown, with students participating in several project-based learning assignments, with the most time spent discussing a student project to create a containment system for an oil spill (Walden University, 2016). Project-based learning is a great way to address ISTE standard 2.5.b for teachers about designing authentic learning activities (International Society for Technology in Education, 2016). Even so, sometimes I worry that a project like this slows learning down. Afterall, a teacher could probably give a lecture in a single day that covers most of what students will learn about oil spills over the course of their project. The problem is that students do not effectively absorb information from listening to a lecture. Also, topical learning is becoming more and more irrelevant. Memorizing facts is of little use to the 21st century learner, when they can search for information in an instant.
Pitler, Hubbell, and Kuhn talk about the importance of students generating and testing hypotheses, not only in Science, but in other school subjects as well (Pitler et al., 2012, p.204-205). They also say, “Technology plays a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting data rather than gathering data” (Pitler et al., 2012, p.205). They go on to say that gathering data can be, “tedious and error prone” (Pitler et al., 2012, p.205). Again the emphasis is on developing collaboration and problem solving skills for students rather than engaging in the some of the tedious parts of learning that are no longer relevant for today's learner.
The most important takeaway from the oil spill project is not what the students will learn about oil spills, but what they will learn about collaboration and problem solving skills. Both of these skills are emphasized in the student ISTE standards, specifically standard 1.7.c and 1.5.c (International Society for Technology in Education, 2016). The teachers in the video emphasize this over and over again as they talk about how students learn cooperation skills and how to listen to each other (Walden University, 2016). When I implement my Genius Hour lesson I want to borrow from this, and emphasize the development of the soft skills my students will need for a 21st century workplace.
References
Ah-Nam, L., & Osman, K. (2017). Developing 21st century skills through a constructivist-constructionist learning environment. K-12 Stem Education, 3(2), 205-216.
International Society for Technology in Education. (2007). ISTE standards for students.
Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students
International Society for Technology in Education. (2016). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers
Kolk, M. (2023). A Constructivist Classroom is a 21st-Century Classroom. Creative Educator.
Retrieved June 6, 2024, from https://www.thecreativeeducator.com/2023/articles/constructivist-now
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Walden University, LLC. (Producer). (2016c). Constructivism in practice [Video file]. Baltimore, MD: Author.
It is true that in the digital era, learners no longer need to memorize facts; nonetheless, building a solid grasp of concepts and information is still beneficial. Learning through memorization can help students think critically, solve problems, and be more creative since it gives them a foundation of knowledge to work from.
ReplyDeleteAccording to research by Willingham (2009), memorization is a crucial part of learning even though it might not result in deep knowledge on its own. Memorized facts facilitate comprehension and retention by providing learners with a mental framework for connecting new information to prior knowledge. Furthermore, pattern recognition—a cognitive function essential to creativity and problem-solving—can be improved by memorizing.
Hattie and Yates (2014) also stress the significance of prior knowledge in learning, noting that enhanced academic achievement and higher-order thinking abilities might result from a solid foundation of memorization. While rapid access to information is useful, students may interact more critically with the information they acquire through searches if they have a strong foundation of knowledge through memorizing.
Finally, even if quick information retrieval is a useful skill for students in the twenty-first century, memorizing is still important for developing critical thinking, deep understanding, and cognitive flexibility.
References:
- Willingham, D. T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.
- Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Routledge.
Hi Ailene,
DeleteThank you for your thoughts on this. I totally agree that memorization can lead to helpful tools for students to problem solve with. For example, memorizing multiplication facts can make students better math problem solvers. Also, even though we live in an age where anyone could instantly search up any historical facts, I think it is highly valuable for students to learn historical facts. Information and knowledge help frame the world, and without learning about geography, history, and more, we lose that. It's important to not let computers and the internet become our keepers of knowledge, but also think about how we adapt school to a modern age. I think the first step of this is figuring out what we can cut out of curriculums that are no longer relevant for the 21st century learner.
Mark
Hi Mark,
ReplyDeleteHaving students use more project based learniend alllows students to respond to their own learning (Orey, 2001). In using PBL students are working in groups and can gain leadership, collaboration, and communication skills. All of these skills are important in their post high school life. Students are also able to complete self reflection sheets when working with groups to better understand on what areas they are proficient in and what areas they need to work on (Schrock, 2015).
References
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technologyLinks to an external site.. Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Schrock, K. (2015).Bloomin’ apps.Links to an external site. Retrieved from http://www.schrockguide.net/bloomin-apps.html
I think these skills are so valuable and what students really need to work on at school. In addition, when we continue to work on these skills again and again, students can move past the basics of just making sure they are having a civil conversation where everyone is heard, and move onto higher level collaboration skills, where they are truly learning how to highly function as a team.
ReplyDelete