So What Can It Do in My Classroom

8/9/2019 So What Can It Do in My Classroom

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S O W H A

T C A N

I T D O I N

M Y

C L A S S R O O

M

A L T H

E A J O

Y C E

A L A B A

N Z A S


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The essence of Piaget washow much learning occurswithout being planned ororganized by teachers orschools. His whole point

was that children developintellectually without being

taught!


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Technological sambaschool

Is a term introduced by Papert "# todescribe a process whereby acommunity of people of all ages engagein a creative pro$ect using computers.


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BENEFITS%. &hildren learn more' and en$oy learning more when they are actively

involved' rather than passive listeners.

( an online community boosted participation and collaboration amongstudents.

). *ducation wor+s best when it concentrates on thin+ing andunderstanding' rather than on rote memorization.

. ,y grounding learning activities in an authentic' real-world conte t'constructionism' stimulates and engages students. /tudents inconstructionism classrooms learn to 0uestion things and to apply theirnatural curiosity to the world.

1. 2earning is transferable.


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LIMITATIONS

-- students encounter misconceptions or incomplete

+nowledge.

-- allows for too much freedom' hindering learning.

---- have been most successful with children from privilegedbac+grounds who are fortunate in having outstandingteachers' committed parents' and rich home environments.They argue that disadvantaged children' lac+ing suchresources' bene3t more from more e plicit instruction.

------&ritics say the collaborative aspects of constructionismclassrooms tend to produce a 4tyranny of the ma$ority'4 inwhich a few students5 voices or interpretations dominatethe group5s conclusions' and dissenting students are forcedto conform to the emerging consensus.

-----


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RISKS OF PBL6or /tudents

Prior learning ex erien!e" #o no$ re are "$%#en$" &ell 'or PBL(PBL re)%ire" *ore $i*e an# $a+e" a&a, "$%#, $i*e 'ro* o$-er

"%./e!$"(

I$ !rea$e" "o*e anxie$, .e!a%"e learning i" *e""ier(

So*e$i*e" gro% #,na*i!" i""%e" !o* ro*i"e PBL e0e!$i1ene""(

Le"" !on$en$ +no&le#ge *a, .e learne#(

- /ee more at7 http788www.facultyfocus.com8articles8e9ective-teaching-strategies8problem-based-learning-bene3ts-and-ris+s8:sthash.e;PnsIe6.dpuf


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HOW TO DO PBL< /ummary of Problem-,ased 2earning7

%.* plore the issues7

=our teacher introduces an 4ill-structured4 problem to you.>iscuss the problem statement and list its signi3cant parts.

=ou may feel that you don5t +now enough to solve theproblem but that is the challenge! =ou will have to gatherinformation and learn new concepts' principles' or s+ills asyou engage in the problem-solving process.


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). 2ist 4?hat do we +now@

?hat do you +now to solve the problem@ This includes bothwhat you actually +now and what strengths and capabilitieseach team member has. &onsider or note everyone5s input'no matter how strange it may appear7 it could hold apossibility!

. >evelop' and write out' the problem statement in your ownwords7

< problem statement should come from your8the group5sanalysis of what you +now' and what you will need to +nowto solve it. =ou will need7 a written statement theagreement of your group on the statement feedbac+ on thisstatement from your instructor. AThis may be optional' but isa good idea.


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2( Li"$ o%$ o""i.le "ol%$ion" Li"$ $-e* all3 $-en or#er $-e* 'ro*"$ronge"$ $o &ea+e"$ C-oo"e $-e .e"$ one3 or *o"$ li+el, $o "%!!ee#

4( Li"$ a!$ion" $o .e $a+en &i$- a $i*eline W-a$ #o &e -a1e $o +no& an##o $o "ol1e $-e ro.le*5 Ho& #o &e ran+ $-e"e o""i.ili$ie"5 Hoo $-e"e rela$e $o o%r li"$ o' "ol%$ion"5 Do &e agree5

6 ( Li"$ 7W-a$ #o &e nee# $o +no&58

I' ,o%r re"ear!- "% or$" ,o%r "ol%$ion3 an# i' $-ere i" generalagree*en$3 go $o 9:;( I' no$3 go $o 92;

:( Wri$e % ,o%r "ol%$ion &i$- i$" "% or$ing #o!%*en$a$ion3 an# "%.*i$

i$( Yo% *a, nee# $o re"en$ ,o%r in"-or$ $-e ro!e""e" an# $-e o%$!o*e(

DEFEND YO?R ANSWER


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B. Ceview your performance .

This debriefing exercise applies both to individuals and thegroup. Take pride in what you have done well; learn from what you have not done well. Thomas Edison took pride inunsuccessful experiments as part of his journey tosuccessful outcomes!

9. elebrate your work !


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Third graders dig deep into the history of theirneighborhood through interviews' research and3eld trips' then create museum e hibits in theschool library.

6ourth graders decide to save a local endangeredspecies by starting a conversation e9ort andrestore cree+ habitat

6ifth graders learn to collect data and display dataand plot points on a graph as they 3gure out whichcell phone plan is best for their family and preparea presentation to their parents and classmates.

*D


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REFERENCES

Firschner' P' /weller' G' &lar+' C. A) JK. ?hy minimal

guidance during instruction does not wor+7 an analysis ofthe failure of constructivist' discovery' problem-based'e periential' and in0uiry-based teaching. *ducationalPsychologist' 1%' ";-BJ.

Eayer' C. A) 1K. /hould there be a three-stri+es rule againstpure discovery learning@ The case for guided methods ofinstruction.

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So What Can It Do in My Classroom