This week’s reading of “Using Technology in the Classroom that Works”, the class studied the strategy of generating and testing hypotheses in relation to the constructivist/constructionist point of view of education within the classroom. The constructivist/constructionist idea of education is focused on the individual learners process of collaborative and constructed/created representations of concept comprehension. This coincides with the strategy of generating and testing hypotheses classroom approach in that they both promote students to have an active hands on learning approach to the education. And these two intersecting ideas promote the use of technology in the classroom from the perspective of problem-based education, project-based education, as well as the inquiry-based approaches to learning.
For example, problem based education, I feel, is the most motivating for students. When students are presented with problems/scenarios that pertain to their personal lives, creating real world application, students are more likely to be more interested in the material as well as using critical thinking skills to solve the problem in question. For example, in an urban Detroit neighborhood there might be many problems for students to identify and collaborate problem solving ideas on. The class identifies and lists the problems. The class, then selects, while the teacher facilitates, which one they feel pertains to them most. Students pick the issue of overwhelming trash build up and less bulk trash pick up days. Students will then present their research and findings on the topic in a myriad of ways. The days that seem to have the most litter can be graphed using a Word document or Excel spreadsheet. Photos can be loaded onto a computer for a Power Point presentation on the effects of trash on the neighborhood, physically and mentally. Or all of these things can be presented by a group of students who organized their thoughts for presentation using a concept map from Spinscape. Students can then analyze each others presentations and work to create some sort of collaborative effort of solution, which can also be documented and presented either by itself or as a culmination using Voice Thread.
Real world situations and problem solving are very affective for students to do. I agree that when there is real world application involved, students are more likely to get the work done and be interested in that more then they would something that might not apply to them. I often think of the question I asked several of my teachers, "When will I ever use this in my lifetime?"
ReplyDeleteIf the students an see how it will be used in the real world it is easier to get them to buy into it. I strongly agree with you that the students would be interested more if they see it could or does apply to them.
ReplyDeleteLaura & Mr. Brewer...
ReplyDeleteThank you for you support!
I completely agree with you about students putting forth more when they realize how the instruction/assignment is going to either affect them or how they can benefit. Honestly, we as teachers are no different. How many times have we all sat in faculty meetings and tuned out the administrator or speaker because "this doesn't affect me"? I admit, I am 100% guilty, 100% of the time. Our students do need to know the connection for their learning and how it is going to benefit them. Especially when state tests have become more application and very little rote or memorization skills are needed.
ReplyDeleteKeep up the good work Katherine!
I like the idea of having students collaborate to create and present the project. One key strategy students need to learn throughout their school experience is working properly within a group. I often have my 5th graders work in groups and explain to them that in the real world they will need to work well with others.
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