Constructivism in the Classroom

Over the course of my teaching career, student learning in today's educational sphere involves little student involvement in establishing their own unique learning process, specifically in project-based learning. Thus, students do not experience what Dr. Orey labels as "a sense of being in a state of in-equilibrium" which would cause them to further their learning and understanding of content (Laureate 2010). In doing so, students would seize the opportunity to grasp their learning and run with it, by way of "getting their hands dirty" in developing their own views and opinions.


One particular method that can be used as a cornerstone for implementing project-based learning in classrooms is "generating and testing of hypothesis." For students to formulate their own hypothesis of how an action, behavior or result will turn out, they are already practicing to be in a state of "in-equilibrium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).


Over the course of this week, my colleagues and I have given one another a window into the examples of constructivism that we use in our classrooms. In taking on various forms, constructivism focuses on placing the student at the forefront of creating and manipulating their own learning. One particular example which I had never heard of before was a gallery walk. In allowing students to create visuals and projects via PowerPoint, students were then able to share, comment and learn from each others work, enabling them to elaborate upon what was originally created.


The idea of constructivism in the classroom is a learning theory that should be used at every opportunity. The difficultly with using constructivism on a consistent basis is the requirement of state curriculum and meeting certain state standards for end-of-the-year assessments. Some project0based learning lessons may take time to prep students on requirements, implementation, actual research and presentation of student work. Being able to manage a workable balance between focusing and staying on track with state standards while utilizing constructivism would be ideal for both teacher and student.


References

Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology.  Baltimore: Author.


Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.