In our class text, Using
Technology with Classroom Instruction that Works, we spent the week
examining the chapter on “Generating and Testing Hypotheses” and its
correlation to Constructionism.
This instructional strategy of generating and testing
hypotheses correlates with what we have learned about the theories of constructionism. Many of the activities described in our
text are authentic learning activities, including project-based learning. “These activities are designed to
answer a question or solve a problem and generally reflect the types of
learning and work people do in the everyday world outside the classroom” (“What
is Project-Based,” 2012).
Especially important is the fact that with technology
helping to generating and test the hypotheses, the students have more time to
spend interpreting the date instead of gathering the data (Pitler, Hubbell,
Kuhn, & Malenoski, p. 203). For example, one method of gathering and
manipulating date is an interactive spreadsheet. Students can even use a teacher-created interactive
spreadsheet to “compare their predictions to actually results without spending
lots of valuable time doing calculations or designing spreadheets” (Pitler, et al., p. 207).
Our text also describes an activity in which students seek
to solve the answer to a question about whether or not their town has acid
rain. They find themselves
collecting data, making predictions, and charting results. “The data collection tool allows Mrs.
Schwartz’s class to gather and graph data quickly and accurately, leaving more
time for analysis and syntheses.
Their findings lead to further hypotheses and more inquiry” (Pitler, et al., p. 211). These higher level thinking skills
such as analysis and synthesis are the very stuff of constructionism, along
with the real-world lesson and the collaborative nature of the project.
Another avenue of technology for generating and testing
hypotheses is the use of web resources and gaming software. These interactive applets and
simulations “allow students to use background knowledge, make decisions, and
see the outcome of their hypotheses, often in virtual situations that would be
impossible or financially unfeasible in real life” (Pitler, et al., p. 213). Students who used simulations and educationally-sound
games “not only recorded higher
test scores but also – and perhaps more important – showed overwhelming enthusiasm
while learning the material” (Pitler, et al., p. 214).
When I first glanced at the text assignment for this week, I
thought this was material that probably didn’t pertain as much to my teaching. Language arts and hypotheses? Upon further investigation, I did
realize there is relevance in other areas than just science. For example, my tenth graders have a
unit on Media Literacy, where they become more aware of all kinds of media and
its relevance and safety, such as Facebook etiquette, web search strategies,
opinion vs. fact, and validity of Internet sources. Such material could be effectively investigated using data
collection tools or a webquest.
When researching, I found this site to be particularly
informative in regards to Constructivism.
There are a number of articles you may find enlightening.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
What is project-based learning? (2012). Retrieved May 22, 2012, from http://pbl-online.org/
Hi Mary,
ReplyDeleteLike you, I looked at the "Generating and Testing Hypotheses" chapter title in our text and assumed that the content would not really apply to my classroom. Teaching students with significant special needs, I thought that the strategies suggested would be difficult to utilize in my particular setting. However, as I read the chapter, I realized that the recommendations provided a structure for implementation in any classroom - regardless of grade/ability-level or subject. I could use simple spreadsheets to help my students create a shopping list that adds up prices, or have students engage in a simulation related to a real-world activity (i.e. banking, cooking, safety skills). The text was extremely eye-opening for me!
Your idea for using media literacy as a jumping-off point for a webquest sounds like it would be incredibly engaging for your students. In today's world, learning how to use media effectively and safely is crucial. With this activity, your students would be searching for answers to the everyday problems they face when using technology, while engaging in a task in an authentic way. These factors all contribute to the theory of constructionism. Nice job!
Thank you for the Concept to Classroom link. The side-by-side comparison of a traditional classroom vs. a constructionist classroom was really helpful. It makes you really understand why we need to incorporate the facets of constructionism into ALL of our classrooms.
Mary
ReplyDeleteI have to admit that when I first read the title of our chapter this week I thought it would be mainly directed to the sciences, but I was happy to learn ways to incorporate it into other areas as well. I really do feel it is important for students to have a drive to find answers and make connections on their own and allowing them to generate hypotheses and essential guiding questions is a great way to establish their interest. I also feel that conducting activities in the classroom that allow for students to take the lead and allow for teachers to act as facilitators also makes it easy to incorporate a number of subjects within the activity.
One lesson I did with my 3rd and 5th graders was on persuasive writing. I posted the subject and we did a K-W-L chart. Instead of telling the students what the characteristics of persuasive writing were, we viewed writing samples together, and even viewed commercials and identified the characteristics of good persuasive writing and its purpose. I thought about including political cartoons or ads too, but this is not my strongest area and the social studies teacher was too involved in his own project to collaborate on the activity. The kids then used the skills they learned to write their own versions of fairy tales or other stories trying to persuade how things "really" happened, others chose to write the principal about an extra recess or getting more equipment to play with, some wrote to the cafeteria about the lunch choices, and others created their own commercials trying to convince others to buy their product. It was great. This unit didn't exactly match up with the generating and testing hypotheses but it did have many of the recommendations.
Mindy, thank you! I like the persuasive writing idea. I am looking forward to some time this summer in which to evaluate some core lessons I've done and infusing them with technology activities that are meaningful and motivating. I appreciate your reply.
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