In this week’s readings, we looked at the importance of providing our students with as many opportunities to both generate and test their hypothesis. According to Pitler, Kuhn, & Malenoski (2007), “When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (p. 202). This directly relates to both the Constructionist and Constructivist learning theories we explored this week. Dr. Michael Orey explains how constructionism is a, “theory of learning that states people learn best when they build an external artifact or something they can share with others”. He explained how this basically comes down to engaging your students in inquiry-based projects that involves creating things.
In Using Technology with Classroom instruction that Works, students in Mrs. Omar’s 5th grade class were involved in a project designed to help them understand the impact that putting money into savings investments can have in the long term future. This project demonstrates a clear example of the constructivist/constructionist theories because it presents students with a focus question that can lead to multiple solutions. The learning is student centered with Mrs. Omar serving mainly as a facilitator to the students. Students are not only working on portions of the project by themselves, but they are involved in small groups that work collaboratively to determine which of the three investment plans provides the best scenario for producing a substantial profit.
Overall, I was very intrigued and excited by this week’s readings and resources. I have briefly explored this type of instructional approach, but did not have a strong understanding of how to involve my students in Problem/Project based learning. After reading through “Generating and Testing Hypothesis”, one idea I plan to integrate is the “By Kids for Kids: How to Invent” website (www.bkfk.com/howtoinvent). One of the stories in our reading curriculum is called, “The Kids Inventions’ Book”. This informational text provides students with a brief look at the invention process. Once we complete this short story, I plan to have students form small groups. Each group will use the BKFK website as a reference to both investigate and explore the invention process. Once students have a clear understanding of the process, they will work together as a group to come up with an idea that they believe is a new invention. As explained in “Emerging Perspectives on Learning, Teaching, and Technology, “Such problems create opportunities for meaningful activities that engage students in problem solving and higher-order thinking in authentic settings”. (Orey, 2001).
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Kevin
ReplyDeleteDepending on the age of your students you could build a whole project around this idea. They could create models of their invention, develop a marketing campaign such as who is the the target market and how they would promote it. Using technology they could create a presentation devoted to their invention. I like to get kids thinking about business ideas early. You never know what they might come up with.
Kevin,
ReplyDeleteOne of my favorite points for students when speaking of invention is the age old adage "necessity is the art of invention." Student truly enjoy looking at the things that have been created based on necessity. Of course, I have revised the term to include laziness as part of the art. In this day and age we do not really do everything out of need, sometimes it is merely a want. I think that you have a great idea here, in having students come up with an idea for an invention. It reminds me a little of the episode of Saved by the Bell where the students have to market a product in their marketing class, track expense and profit information, etc. It looked like a great experience, and if I had a class in which that would work, I could consider a similar idea. Another point to make is the fact that many inventions are simply accidents. Students should be aware that sometimes inventions occur when we least expect them.
Ray,
ReplyDeleteThat is a great idea. Each year we read this particular Reading story, I have tried to think of creative ways for students to really get engaged and intrigued. Your idea of creating an entire unit sounds like something that would definitely accomplish this goal. After students have had a chance to brainstorm their invention ideas, they could choose a program such as Microsoft Publisher or PowerPoint to put together a presentation to share with the class.
Hi Richstad
ReplyDeleteI as well was intrigued by the many ideas provided in “Generating and Testing Hypothesis”. I believe integrating these ideas in our classrooms will have a positive impact on the learning environment. Technology plays an important role on students learning.
Krystin,
ReplyDeleteThat’s funny that you mentioned that “Saved by the Bell” episode. I remember watching that exact episode when I was growing up. Providing students with the opportunity to create/invent something allows them to really get into the project and explore their own unique ideas and interests. It is always interesting to hear the ideas my fourth graders have about the types of inventions they would like to create. My favorite was the robot that cleans your room and does all of your house chores. That’s the types of ideas and comments that keep my job interesting and fun.
Kevin,
ReplyDeleteI, also, love your idea of having students create inventions. This kind of innovative thinking could flow well into other units; such as, sound where the students could create their own musical instruments. What I liked about Ms. Omar's investment program was the way she set up the Excel program to do the simple, repetitive math, so that the students could quickly recognize patterns. Sometimes, basic computation can bog down students' progress enough that the higher-order processes of compare-contrast, and analysis are difficult to realize. I have been reluctant to learn about Excel, but Ms. Omar's lesson clarified the impact that Excel can have in the classroom.