Integrating Constructivist Principles

by Woody Dowling

From the 1995 ATI Workshop - Wednesday, July 12, 1995 (updated June '98)

http://americanart.si.edu/deptdir/ressub/rscprgdir/subject_categories.html

Dr. Jones is unable to join us today. Lacking the depth of knowledge and the practical
experience of Dr. Jones, I hope you will bear with me if the presentation is not the
discussion we anticipated. Much of my talk is based on Dr. Jones' publication
Designing Learning and Technology for Educational Reform.

What is constructivism ?
It is inappropriate to define a term using the term itself; nevertheless, constructivism
is often explained in terms of the social construction of knowledge. This
"construction" of knowledge concept makes a distinction between memorization of
facts and formulas and how people actually learn things.

In brief, we use our senses to gather and assimilate information; we call on our
"experiential intelligence" to make sense of the new information and we layer new
material on an existing conceptual base. This construction of knowledge is largely
unconscious until we are confronted with new information that is inconsistent with
our existing conceptions. This is called cognitive dissonance. Research shows that
genuine understanding is most likely when our brains resolve cognitive dissonance.
As teachers, you recognize this phenomenon when your student says: "Ah hah!" and
you see a light bulb over her head.

Constructivism is anchored on cognitive psychology but from a practical perspective

has roots in the "progressive" model of John Dewey. Many of the curricular
implementations of constructivism are really not new.

Brooks & Brooks define constructivism this way:

It's a theory about knowledge and learning. Drawing on a synthesis of

work in cognitive psychology, philosophy and anthropology, it defines
knowledge as temporary, developmental, socially and culturally
mediated, and thus non-objective. Learning from this perspective is
understood as a self-regulated process of resolving inner cognitive
conflicts that often become apparent through concrete experience,
collaborative discourse, and reflection. [p. vii]

Brooks & Brooks offer an interesting comparison of the visible differences between
"traditional" classrooms and "constructivist" classrooms.
 Traditional Classrooms Constructivist Classrooms
Curriculum is presented part to Curriculum is presented whole to part with
whole, with emphasis on basic skills emphasis on big concepts
Strict adherence to fixed curriculum
Pursuit of student questions is highly valued
is highly valued
Curricular activities rely heavily on Curricular activities rely heavily on primary
textbooks and workbooks sources of data and manipulative materials
Students are viewed as "blank Students are viewed as thinkers with emerging
slates" onto which information is theories about the world (As Howard Gardner puts
etched by the teacher it "cognitive apprentices")
Teachers generally behave in a
Teachers generally behave in an interactive
didactic manner, disseminating
manner, mediating the environment for the
information to students. (A sage on
students (A guide on the side)
the stage)
Teachers seek the student's points of view in order
Teachers seek the correct answers to
to understand students' present conceptions for use
validate student learning
in subsequent lessons (scaffolding)
Assessment of student learning is Assessment of student learning is interwoven with
viewed as separate from teaching teaching and occurs through teacher observations
and occurs almost entirely through of students at work and through student
testing exhibitions and portfolios
Students primarily work alone Students primarily work in groups

How do you integrate?

Now that you know it when you see it, the question then is: how do you integrate
constructivist principles into the classroom? Howard Gardner suggests "projects."
From his book The Unschooled Mind,

In the course of their careers in the American schools of today, most

students take hundreds, if not thousands, of tests. They develop skill to
a highly calibrated degree in an exercise that will essentially become
useless immediately after their last day in school. In contrast, when one
examines life outside of school, projects emerge as pervasive. ... A
project provides an opportunity for students to marshal previously
mastered concepts and skills in the service of a new goal or enterprise.
The knowledge of how to draw on such earlier forms of representation
or understanding to meet a new challenge is a vital acquisition. [pp.
216-218]

A powerful approach is putting the student to work on an authentic task that is

meaningful. Judi Harris calls this type of project a "Social Action Project." Judi,
formerly at the University of Nebraska/Omaha, has a lot of good ideas and many
examples of student activities using network resources.

Engaged Learning
After you have designed and implemented projects, team taught, etc.; how can you
tell if you are successful in bringing about engaged learning? The Brooks and
Brooks comparison can be useful. Beau Jones, et. al., also offer some indicators:

What it looks like in students,

What tasks look like,
What assessment looks like, and
What social interactions look like.

What does it look like in students?

Well... a sure sign is that engaged learners are energized by learning. True learning is
fun! Engaged learning is intrinsically motivating. Engaged learners take responsibility
for their own learning. They set goals and can self-regulate their progress toward the
goal. Actually, some have trouble with self-regulation and you have to make them
stop working!

Engaged learners are strategic learners, they are consciously aware of the process of
building on prior knowledge, resolving cognitive dissonance and so on. They can play
with ideas assuming multiple perspectives, seeing both sides of an issue for example.

Engaged learning is often collaborative either with peers and even with the teacher as
a co-learner. Sometimes the learner becomes the teacher.

What do the tasks look like?

They are challenging. They are complex and require real growth. Don't dress up busy
work as a project!

Tasks are authentic; that is, students can see a correlation to the "real world." There
are lots of projects where data and even recommendations about pollution, etc have
been acted on.

Tasks are often multidisciplinary. In the real world - authentic problems are complex
and rarely involve a single discipline.

Student roles involve tasks normally associated with apprentices, explorers,

practitioners, and producers of knowledge.

Another indicator of engaged learning is the nature of social interaction. Work is often
cooperative rather than competitive. Teachers use the Socratic method and facilitate.
A guide on the side, not a sage on the stage.

Group work often draws on the strength of each member. The kinesthetic learner may
do a physical demonstration or a dance interpretation, the linguistic learner may make
an oral presentation, and so on.

What does assessment look like?

Now you have constructivist projects, the engaged learners are performing complex
tasks, and the roles of the students and teachers have shifted. How do you assess this?
You don't give a test.

Tests often reveal what a student can memorize, but not necessarily what she knows.
If students are assuming active rolls, one way to assess knowledge is by looking at
what the learner can do with the knowledge. That means looking at products or as we
in the museum business say "artifacts."

What is an artifact? It could be: a survey, an inventory, a journal, an illustration, an

oral presentation, a demonstration, a model, a portfolio, a web sites.

Technology facilitates integration

The notion of student web sites segues to the issue of how technology can facilitate
the integration of constructivist principles. You have probably seen the cartoon of the
dog at the computer explaining that "on the Internet they don't know you're a dog."
Well, they also may not know, or more importantly care, that you are a middle school
student. At least so far, the Internet has been a very tolerant medium of exchange.
Learners of all ages are free to participate in discussions, projects, and related
activities with peers and often with professionals. The number of self-selecting
communities of interest is not infinite but it is astounding. Given the fact that Internet
was initially driven by colleges and universities, these communities of interest often
follow academic interests.

One of the most powerful ways technology can help is by facilitating collaboration
across time and space. In effect, with a little work and perhaps a fast modem or direct
connection, a student's interest can be pursued until it reaches a satisfactory ending.
Finally, and perhaps most closely associated with constructivism, is the opportunity to
do "real work." In many respects the Internet is still a frontier. There are lots of
opportunities for students to gather information, build databases, create activities for
others, and so on. I invite you again to read the articles by Judi Harris for examples
and inspiration.