The impact of Constructivism in the social studies classroom

The impact of Constructivism on the social studies classroomNathan Ehles Research Topic:Music by: Tom Pease Wobbi-do-Wop! (1993) Boogie! Boogie! Boogie! (1986) ConstructivismA philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

(Funderstanding.com, 2008)Learning is a journey, not a destination.

Students learn best when they create the knowledge themselves.They cannot make the learning their own if the facts and information are just given to them. Just hearing an idea once does not create learning. Discovery happens through hands-on projects, self-directed quests, personal reflection, and dialogue with peers.Students will learn much more powerfully when they are allowed to create their own knowledge.This process will establish long-term retention.

(Brooks & Brooks, 1999, p. 67)The five aspects of constructivist teaching methodsIn order to affect the change from a teacher-centric, lecture format classroom to student-centric, constructivist format; classroom educators need to be aware of the five most important aspects of constructivism: prior knowledgechoice and inquirycollaborationfacilitation and scaffoldinghands-on learning(Brooks & Brooks, 1999)

Collectively these five aspects will lead to true meta-cognitiontrue knowing means knowing that you know(Watson, 2000)Prior knowledgeA bit beyond what the child already knows, but not so far the child cannot learn when provided appropriate guidance by teaching adults. (Harris and Pressley, 1991)

Zone of Proximal Development (Vygotsky, 1978)

Prior knowledge ActivityMini-lesson: Prior KnowledgeDirections: Write down as many things in a minute that you think you know about:The American Revolution1 Minute BRAIN DRAIN

Choice and inquiryStudents are given choices about what they learn and whyEach student uses their prior knowledge as a starting point of their inquiryThe only limit is their own curiosityWith freedom to explore their interests, they take on an active role in the acquisition of any new knowledge gainedThe learning is theirs alone and can never be taken away and is less likely to be forgotten

(Ediger, 1999)

Students can choose the topics they want to learn People: heroes, spies, or traitorsPlaces: cities, colonies, or landsEvents: battles, massacres, or tea partiesTimes: eras, years, days, or momentsImportant or obscureInteresting to many or only a fewStudents can choose the way the facts are presented

posters

dioramas

Display boards

Pamphlets and brochures

Power point slideshows

And plays

collaborationThe purest sense of collaboration involves deep, honest dialogue between respected peers. When competition is removed from the equation, every person in that environment has the opportunity to expand and build upon the groups knowledge.

(Watson, 2001) Students collaborating

Students peer assessing

Scaffolding and facilitationThe teacher takes on the role of a facilitatorThe facilitator creates the framework that the student learning can follow for optimum effectIdeally, the teacher as facilitator provides very precise objectives for the students to strive for since some students may require a more structured format. At the same time other students will prefer more open-ended procedures with less help from a facilitator.

(Ediger, 1999)

Scaffolding by the facilitator

Hands on learning

Student research

More hands on learning

More student research

The research dataMore dataStudent ID #Quarter 3 GradeQuarter 4 GradeChange1DB+22CB++13C-C++-14AB+-15BA+16B-B-=07A+A+=08A-B-19AA++-110AA-- -111B-B++-112AB-113B-C+-114A-A+-115D+B++216A+A+=017C+B+1Still more dataPortfolio presentation

True meta-cognitionStudents become more and more independent in their learningThe teacher removes the control slowly over timeThis allows the students to take on more of the responsibility themselves The students must ask questions of the facilitator to gain a deeper understanding The teacher will see understanding by them and will know that students have constructed their own learningThe pupil needs to do the learning, with the social studies teacher setting the stage for a stimulating environment.

(Ediger, 1999)

Students assessing portfolios

True meta-cognitionThe finished portfolios were put up in the library to showcase the students knowledge and learning. This was the final opportunity for the participants to be assessed.

The portfolio demonstration was commented on by one particular student, I loved looking at the cool posters! (personal communication, June, 2010)

A teacher from another grade level also noted, That display was such a great idea! I wish I had thought of that. (personal communication, June, 2010)

There were 5 (29%) participants that showed that they had achieved some measure of true meta-cognition. They were checking their scores on their rubrics, creating effective and organized projects, and showing strong evidence of learning in the presentation of their portfolios.

These students know that they know