CLC: Constructivist CLC: CONSTRUCTIVIST TEACHING: THEN AND NOW

Collaborative Learning Community: Constructivist Teaching: Then and Now Team Orange Glynell Billups, Ana De La Rosa, Othorene Griffith, Jessica Owens Grand Canyon University (Online) EED 364 August 28, 2011

CLC: Constructivist Collaborative Learning Community: Constructivist Teaching: Then and Now

In the world of education, the rationale of every teacher is for students to learn. During earlier years, teachers planned and executed traditional lesson plans to enhance the learning of their students. However, all children are unique (Bass, Contant, & Cain, 2009) and the teaching method that works for one young learner may not work for another. Theories, collectively known as constructivism, have been projected to greatly influence how a student learns. Constructivism proposes that a childs learning environment should focus not only on one aspect of learning, but on multiple viewpoints. In todays classrooms, this philosophy is reflected in many state-wide testing programs. As part of a collaborative effort and included herein, Team Orange created two lesson plans which support the constructivist theory, along with a written component examining constructivism and its influence on the teaching of science on different grade levels. Constructivism Constructivism is a learning theory that encourages critical thinking and subsequently builds inspired and autonomous learners (students). Its theory is based on the principal that students learn by being actively - rather than inactively - involved. Its theory ultimately varies from the traditional model of teaching students because the focus is directed on how a student learns, not what they learn. There are several major theorists whose constructivist teachings are worth mentioning. One major contributor was Jean Piaget, the creator of the stages of cognitive development. It was Piagets belief that a childs capacity to understand was hindered by its lack of psychological maturity (Atherton, 2011). Another major contributor was Jerome Bruner, the developer of the cognitive learning structure (i.e., schema and mental models). It was Bruners belief that the cognitive structure gave meaning to experiences and allowed an individual to go

CLC: Constructivist beyond the information provided. In his 1996 book The Culture of Education, Bruner wrote, how one conceives of education is a function of how one conceives of the culture and its aims, professed and otherwise (Bruner 1996, ix-x). A third major contributor was Lev Vygotsky who

developed the social development theory. Vygotsky believed that social interaction comes before development followed by consciousness and cognition both the final phase of socialization and social behavior (LTK, 2011). Other contributors were John Dewey (whose school of thought was a naturalist approach rather than dualistic epistemology and metaphysics, known as pragmatism) and Robert Gagne known for his nine events of instruction. Although the theories differed to some degree, all agreed that learning was a process of constructing meaning; it is how people make sense of their experience (Merriam & Caffarella, 1999, p. 261). Constructivists believe that people build their knowledge on daily interactions. It is the role of a teacher not to teach, but to facilitate these interactions, present students with patterns, develop their reflexes, and motivate students to seek out more information. In these two lesson plans (see Table 1 and Table 2 respectively), the teacher provided students an activity that allows them to interact with a water cycle as well as different types of weather. These interactions are all part of a whole but, have individual ideas for the students to learn. In the Weather Activity, students have a variety of interactions with different aspects of weather (see Table 1). In the Water Cycle, students watch as the ocean (Salt water in the small bowl) evaporate, rise, and then fall again as fresh water (Baby food jar) (see Table 2). In one activity, students research different sounds created by weather. The sounds become familiar and when the student hears them later on in life, they can connect those sounds to what they learned. In the same lesson plan, an activity calls for students to build a visual presentation of how different types of weather look. Students use all five senses to learn and utilizing them all to learn about one subject can be

CLC: Constructivist

extremely beneficial for both the teacher and student. Constructivists also believe that the lessons should be directed towards the childs interests and events surrounding them making learning an opportunity that is meaningful and genuine. When considering the severe weather happenings around the world, it is important that students understand the weather and how it will affect us. Principles of Constructivism To be an effective science teacher, ten basic principles of the constructivist theories should be remembered and implemented in the classroom (Foreman, n.d.): 1) It takes time to learn to maximize learning, re-examine ideas; 2) Learning is an active process engage classroom learning with social learning; 3) People learn to learn as they learn student intelligence varies; 4) The crucial action of constructing meaning is mental implementing critical thinking skills with hands-on activities; 5) Learning involves language intertwined; 6) Learning is a social activity interaction with each other; 7) Learning is contextual basic knowledge (background, prejudices, and fears) + classroom learning; 8) One needs knowledge to learn build upon what students already know; 9) Learning is not the passive acceptance of knowledge which exists out there life experiences will assist in understanding what is learned in the classroom; and 10) Motivation is a key component in learning students need stimulation, inspiration, and encouragement. Each principal can be utilized as a guide in developing lesson planning and are applicable for all levels of learning.

CLC: Constructivist Tenets of Constructivism

Every year teachers throughout the United States seek new and exciting ways to motivate students to learn. It has been said that a student who wants to know more about a particular subject, topic, or discussion will investigate or put more cognitive efforts into research to find a solution or discover the truth. To steer students towards investigation or discovery, teachers should pose the following five precepts (Brooks & Brooks, 1993): 1) Constructivist teachers seek and value students points of view allow student input which drives conversation between teachers and students; 2) Structure lessons to challenge students minds boredom is the number one enemy in most classrooms; 3) Recognize that students must understand the significance of each lessons implementing individual assessments to gauge student learning; 4) Structure learning around big ideas or primary concepts look at the big picture of the lesson and structure the lesson around the facts; and 5) Assess student learning in the perspective of teaching gauge according to the content of the lesson. Through active participation, students have the opportunity to discover their individual ideas through discussion, deliberation, and questions. Twelve Science Processes Within the two lesson plans, most of the 12 science processes are used. In the Water Cycle, five of the twelve processes were used. As students check inside the baby jar once it has been sitting in the sun for a few hours, one can visually realize that what was once empty now contained water. By tasting it, students understand that the water in the jar is not salty as it was in

CLC: Constructivist the beginning of the experiment. Upon the experiments completion, the assessment calls for

students to discuss and share their knowledge of the experiment - communication. Before placing the bowl and jar in the sun, they must first measure a table spoon of salt and then fill the bowl with approximately one inch of water (the measuring process). At the end of the assignment, students are asked to construct a visual aid by drawing and labeling each part of the water cycle (constructing a model). The entire process is a science experiment. In the second lesson Weather Activity it covers some of the same processes as well as a few new ones. For example in Activity #2 the students are asked to find basic facts about different types of weather. They are classifying the weather by its different characteristics as well as causes and effects.

Assessments When creating lesson plans, teachers must keep several things in mind such as the audience, the time schedule, points to be covered, and the form of assessment used to gauge a students understanding of the lesson covered. Varying assessments can be implemented for assessing students individual learning styles. In the Weather Activities, summative, formative, formal and informal assessments may be used. In addition to those assessments, the lesson plan also included two authentic assessments. The first authentic assessment asks the teacher to question students following their group presentation. This assessment aids teachers in identifying whether students truly understand the lesson, whether the material provided was memorized, or if perhaps students were reading the information from cue cards. The second authentic assessment used a scoring rubric. The use of a rubric proves effective when illustrating content standards and expectations met by students.

Conclusion

CLC: Constructivist Education from a constructivist perspective is about assisting students to learn how to obtain knowledge (Anderson, 1998). In the classroom, a students experience should be an invitation for varying degrees of background and learning experiences which allow the differing backgrounds to come together, observe, and analyze information and ideas. To do this, an educator must understand different philosophies and ideas and be able to implement them successfully in their lesson plans and assessments which are vital in every classroom. Taking past philosophical ideas and implementing new and exciting tools now available to teachers will present a viable and candid learning experience for all students.

CLC: Constructivist References Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New directions for teaching and learning, No. 74, Summer: Jossey-Bass Publishers.

Atherton, J. S. (2011). Learning and teaching; Piagets developmental theory. Retrieved August 25, 2011, from http://www.learningandteaching.info/learning/piaget.htm Bass, J. E., Contant, T. L., & Carin, A. A. (2009). Teaching science as inquiry (11th ed.). Boston: Pearson Education, Inc. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press Learning Theories Knowledgebase (LTK) (2011). Social development theory. Retrieved August 24, 2011 from http://www.learning-theories.com/vygotskys-social-learning-theory.html Merriam, S. B., & Cafferella, R. S. (1999). Learning in adulthood (2nd ed.). San Francisco, CA: Jossey-Bass. National Science Educations Standards (NSES). (1996). Retrieved August 16, 2011, from http://www.nap.edu/openbook.php?record_id=4962&page=27.

CLC: Constructivist Table 1. Teacher: Team Orange Date: 29 August 2011

Grade Level: 6 Topic: Recent Weather Activity Subject: Science Related Subjects: Social Studies\ Geography (global cultures) All activities Current Events (local, national, international) All activities Language Arts (vocabulary words) ESL and Spanish Activities 3,4 Plan Duration: Two weeks Student Population Profile: 25 students in class | Gender: 14 girls, 11 boys | Race\Ethnicity: 4 Asian, 9 Hispanic, 5 African American, 7 Caucasian | Special Needs: 3 low vision, 4 ADHD-diagnosed, 1 low hearing, 2 gifted | Socio-economic: average, suburban Materials: Internet Access Computer printer Software application or photocopier to capture properly-cited images. PowerPoint, Publisher, WebQuest, or Visio software applications Assistive technology for low vision students General art supplies SmartBoard Audio-Visual equipment as determined by students Other supplies, materials, or props to be determined when students decide on activity.

CLC: Constructivist NSES Standards (NSES, Table 1) A, B Science Process1 (Bass, p. 30, 2009)

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Lesson Plan Objectives: Objective 1: Recognize and define different types of weather Objective 2: Compile and record weather data. Objective 3: Report findings based on the collected data Objective 4: Incorporate technology along with information reflecting cultural diversity and building life skills. Protocol: Question: How much do we know about the weather? Question: (To create and compile global perspective) What kind of weather activity has recently occurred around the world? Direct discussion towards spring, summer and fall weather patterns. Ask students to brainstorm what they know about the different types of weather activity during these seasons. Have students respond verbally, but record information on the chalk board or on posters headings. Have students verbally give answers, but record information on the chalk board or on posters. Have students categorize the brainstormed information into distinctive weather categories (e.g. drought, hurricanes).

C, D,E E D, E

B B

2, 5

2, 5

B, C

Key - Science Processes: 1=Observing | 2=Classifying | 3=Inferring | 4=Measuring | 5=Communicating | 6=Predicting | 7=Hypothesizing

CLC: Constructivist NSES Standards (NSES, Table 1) B, C Science Process1 (Bass, p. 30, 2009)

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Lesson Plan Student Groupings: Based on their interests, the students will divide into groups of five to complete one of the five following projects. Five Collaborative Investigation and Reporting\Presentation Activities (Teacher-suggested activities or student-tailored after categorizing brainstorming data): Student Learning Objective: Are students differentiating the different types of data regarding weather activity? Are students making a connection between the compiled and their ability to demonstrate their newly learned knowledge? Teacher Assessment Objectives: Formative assessment: how students listen to each other how students present\defend their point of view within their group whether students practice civility how students reason-out the data and preparation for the presentation whether students were inclusive viewpoints of other cultures whether students exhibited a copy paste mentality or exhibit critical thinking design quality of presentation or reported data

B-E

B-E

Summative assessment: Test at conclusion of all activities

CLC: Constructivist NSES Standards (NSES, Table 1) B-E Science Process1 (Bass, p. 30, 2009) 1-5

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Lesson Plan Score presentation or final project based on Rubric Activity #1) What does weather sound like? [Directed towards audio learners. Direct towards or respectful of ADHD students.] o Research weather activities different sounds. o Presentation (play, puppet show, songs, poem) demonstrating weathers different sounds. Activity #2) How does weather happen? o Research the scientific causes and basic facts about the categorized different types of weather. o Presentation (lecture, PowerPoint, posters) about the different types of weather activity. Activity #3) How are people affected by the weather? o Compile current or recent news stories (local, nationwide, and global) about how people are affected by weather activity. o Presentation (mock newscast\talk show, newspaper, PowerPoint) about the weathers affect on different populations. Activity #4) How can people prepare for \ protect themselves from severe weather activity? (directed towards the ESL students) o Select one or two types of severe weather activity. o Develop a brochure in English and Spanish regarding severe weather preparation and precautions.

B-E

1, 2, 5-6

B-E

2, 3, 5-6

B-E

2-6

CLC: Constructivist NSES Standards (NSES, Table 1) B-E Science Process1 (Bass, p. 30, 2009) 1-2, 5

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Lesson Plan Activity #5) What does the weather look like? (directed towards the visual learner) o Compile visual images of different types of weather activity. o Presentation (photo collage, PowerPoint, website or WebQuest) showing images of various weather activity. Activity #6 | Option: An activity or category developed by students data assessment with a related reporting activity. (This student-developed activity will replace one suggested activity. Teacher Assessments: Formative: o During brainstorming session [ formal] o During project preparations [ informal] o General knowledge pop quiz (following brainstorming) [formal] o Question students following group presentations. [authentic] Summative Assessment: o Score Rubric. [authentic] o Test with questions compiled from presentations or printed data.

B-E

CLC: Constructivist Recent Weather Activity Rubric [authentic] Group Contributions | Citizenship [assessments based on informal & formal formative observations] Assessment for Individual Student Minimal Adequate Excellent Contribution(s) Offered minimal - Offered adequate / Contributed during input to show prior average input to significant amount brainstorming knowledge about show prior of input to show session. weather activity. knowledge about prior knowledge. weather activity. Showed minimal Excellent interaction interaction with Took an active role with other students. other students. in recording data. Reasonable role in Adequate actually recording interaction with brainstorm data. other students. Contribution(s) Offered minimal Offered adequate Offered outstanding during session to contributions. contributions. contributions. categorize data and define groups and activities Contribution(s) Offered minimal Offered adequate Offered outstanding during collaborative ideas. ideas. ideas. activity. Contributed Contributed Contributed minimal to research adequately to exceptionally to efforts. research efforts. research efforts. Completed limited tasks. Completed assigned Completed assigned tasks. tasks. Assisted Did not meet group other group agreed-up deadlines. Met all group members. agreed-up deadlines. Met or exceeded all group agreed-up deadlines. Civility during Not respectful or Respectful and civil. Respectful and civil. collaborative project civil.

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CLC: Constructivist Recent Weather Activity Rubric [authentic] Summative Assessments for Learning Objectives Group Assessment Researched data (quality | quantity) Project preparation. Minimal Poorly researched materials Adequate Adequately researched materials Average incorporation of technology. Average incorporation of materials reflecting cultural diversity. Adequately artistic. Excellent Exceptionally researched materials. Exceptional incorporation of technology. Exceptional incorporation of materials reflecting cultural diversity. Exceptionally artistic. Showed outstanding grasp of learning objectives.

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Limited or no incorporation of technology. Limited or no incorporation of materials reflecting cultural diversity. Project Presentation: Minimally artistic. Artistic characteristics Project Presentation: Did not show grasp Learning Objectives of learning objectives.

Showed average grasp of learning objectives.

Recent Weather Activity Rubric [authentic] Summative Assessments for Learning Objectives Assessment for Individual Student Pop Quiz: (Grade) Test: (Grade) Minimal Based on district grading scale Based on district grading scale Adequate Based on district grading scale Based on district grading scale Excellent Based on district grading scale Based on district grading scale

CLC: Constructivist Table 2. Grade Level: 3-5 Concept: The Water Cycle Estimated Duration: 40 minute lesson, with a follow-up experiment

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Objectives: Students will be able to understand that water travels in a cycle by creating a model of the water cycle. They will also be able to understand the parts of the water cycle: evaporation, condensation, and precipitation. Materials Markers Warm water Plastic wrap Marble Plastic bowl with flat bottom Baby food jar Salt

Key Vocabulary Water cycle Evaporation Condensation Precipitation Procedures Warm-up

What is a cycle? Something that goes in a circle. A car has four circular tires. Something that travels in a circle is a cycle. Show students a glass of water, and discuss where water comes from.

Direct Instruction

Define the key vocabulary terms at board and provide examples of when students may have witnessed evaporation or condensation. Examples of evaporation include: Steam rising from a pot of water Puddles that have dried up Water sitting in a bowl that seems to disappear after a few days

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Examples of condensation include: Water droplets forming on the outside of your water glass A foggy mirror in a bathroom Foggy windows in a car Demonstrate the cyclical movement of water either by drawing the water cycle at the board, or sharing a poster of the water cycle. Explain that in the experiment to follow, we will be creating a mini water cycle.

Practice

Place a tablespoon of salt in bottom of plastic bowl. Fill with about 1 inch of warm water. Taste water with finger to see if you can taste the salt. Place the empty baby food jar in center of water. Cover plastic bowl with plastic wrap. Set marble on center of plastic wrap above the baby food jar. Place in a sunny spot for a few hours, or one day. Later, check inside the baby food jar. There will be fresh water. Taste it to see if it tastes salty. The warm water from the bowl evaporated, created condensation when it hit the cool plastic wrap, traveled down the plastic wrap to the center due to the weight of the marble, and dripped into the baby food jar as precipitation.

Assessment

Ask students to share their knowledge of the experiment by relating it to the parts of the water cycle. Tell where there was evaporation, condensation, and precipitation in the experiment. Ask students to draw and label the parts of the water cycle.

Closure

Teach The Water Cycle Song: (to the tune of Shell Be Coming Round the Mountain) Water travels in a cycle, yes it does. Water travels in a cycle, yes it does. It goes up as evaporation, the clouds make condensation, it rains down precipitation - yes it does.