Description
The focus of reading and discussion in EDAT 6115 this week
was about student-centered learning and constructivist approaches to
instruction. Constructivist views on
learning breakdown into many historical roots. In addition, cooperative learning can be used
instruction in a variety of ways. In
order to teach student-centered learning though, many creative problem solving
techniques must be taught first.
Analysis
As an educator our job is to help
communicate new learning to students.
There is a variety of ways to do so, we can incorporate these many ways
to meet the needs of all learners. As
educators we do not just need to stand and deliver information to students, but
also “engage students’ minds with powerful and useful concepts” (Slavin, 2012,
p.218). One way we can help engage students
to learn new information is to allow them the opportunity to explore and
research on their own. Slavin (2012)
reports, “For students to really understand and be able to apply knowledge,
they must work to solve problems, to discover things for themselves, to wrestle
with ideas” (p.218).
Constructivist learning theories
support “the idea that learners must individually discover and transform
complex information if they are to make it their own” (Anderson, Greeno, Reder,
& Simon, 2000; Fosnot, 2005; Waxman, Padron, & Arnold, 2001). Learners able to discover information on
their own helps make their learning more meaningful and relevant to them if
presented properly. There are many ways
that students can be involved in this student-centered learning.
The first constructivist approach is
through top-down processing. In top-down
processing “students begin with complex problems to solve and then work out or
discover (with your guidance) the basic skills required” (Slavin, 2012,
p.220). Educators would present students
with the problem and then allow students the opportunity to work through the
solution as a group. In the process
students hear others thoughts, ideas, and can argue their way to a solution.
Another constructivist approach is
through cooperative learning. This
approach is helpful “on the theory that students will more easily discover and
comprehend difficult concepts if they can talk with each other about the
problems” (Slavin, 2012, p.220-221). Students
will use one another to model ways of thinking and to challenge each
other. Conversation between them can
spark misconceptions and understanding.
The interesting thing with students sometimes is they learn more easily
through their own explanations to one another than they do the teachers
explanations.
Discovery learning, self-regulated
learning, and scaffolding are a few more constructivist approaches. In discovery learning students are engaged
through active involvement with ideas.
Students can research through inquiry or experiments to come to
conclusions about their learning. Self-regulated
learners break down problems into more manageable pieces or know what solutions
would be best to try to attempt at solving a complex situation. Lastly, scaffolding is when “the teacher is
the cultural agent who guides instruction so that students will master and
internalize the skills that permit higher cognitive functioning” (Slavin, 2012,
p.223).
Reflection
This concept
means a lot to me, as I feel like this is the approach I take to teaching. While I incorporate many strategies to meet
the needs of my learners, I enjoy students discovering learning on their
own. At times this means that I heavily
differentiate my group work to ensure that students are learning at the level
they are currently, but as well not just sitting there not learning. I have my students explore learning through
inquiry groups, like discovery learning. Students also have the opportunity to learn
through group projects, like cooperative learning.
One
concept that I learned about that I did not know prior to reading this week was
about reciprocal teaching. Reciprocal teaching
stuck out to me as a great strategy to use in guiding reading groups when
working on comprehension. As a second
grade teacher our students are shifting from our focus being accuracy and
fluency towards deeper levels of comprehension.
I really like the way reciprocal teaching first models for the students
then turns it over for them to do the same.
Since you are working in a small group together as a teacher you are
able to easily assess understanding.
There is also opportunity to scaffold yourself out of it to turn that
reading group into a book club in which students can try that opportunity on
their own with less guidance.
This
event confirmed my beliefs about teaching. I have never been an all-day stand
and deliver type of teacher. While in
some cases yes, you do need to present just mastery level knowledge, other
times it is hard to ensure that students are fully engaged and can understand
each concept that way. Students learn
best through their own exploration and being able to create their own
connections to the topic at hand.
Learning through each other is also crucial for students to be able to
learn people skills and problem solving skills.
As educators it is our job to prepare them for the real world with these
real life applications.
As
with all strategies or concepts I am aware of some negative aspects of
student-centered learning. Keeping
students engaged in groups when learning together can be a challenge. Lower learners may tend to fade back into the
background and not contribute as much to the conversations. I feel as though, knowing this up front though
teachers can prepare for these types of situations. Teachers can differentiate the levels to
ensure the group work is on their level with members of the group at their same
achievement. Teachers can also offer up
intrinsic and extrinsic rewards to motivate students.
References
Anderson,J.R.,
Greeno,J.G., Reder,L.M., &Simon, H. (2000). Perspectives on learning,
thinking, and activity. Educational
Researcher, 29(4), 11-13.
Slavin, R.
E. (2012). Educational
psychology: Theory and practice (10th
ed.). Boston, MA: Pearson Education.
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