Understanding and Implementing Constructivist Strategies
Module One

Hal Robertson - Course Designer
hfr@northnet.org

INTRODUCTION:

Most teachers' view Constructivism as the way they've always "known people to learn" but have been prevented from teaching inthis manner by curriculum, educational experience, and/or peer support. With support, teachers once exposed to these practices will experiment with constructivist pedagogy until it becomes part of their teaching style. Teachers may resist this approach because they are see no reason to change their approach at this point in their career, currently students are learning/"passing", or they fear this more student centered approach will lead to loss of classroom control.

Becoming a teacher who helps students to search rather than follow is challenging but not overwhelming, especially when undertaken with support. The end result of Constructivism is students that are empowered to engaged in learning of their own understanding rather then disengaged.

Constructivism is a way of thinking about life and teaching not a method. This way of thinking provides a teacher/person with a way to look at teaching/life in a world where knowledge doubles at least every 2 1/2 years. This way of thinking, when infused in students, prepares them to face the ever-expanding challenges of life.

PROCESS:

During the seven months of this module you will be asked to:

a.) Complete a reading and activity each month.
b.) Write in your journal each month. Any type journal is acceptable. Your journal writing will help you see you progress/change and may be used as your part/all of your final product. As Constructivism suggests ongoing assessment, the rubric below will help you evaluate your progress.
c.) Complete a product for the course by April 28th to be shared May 1st or May 2nd.

RUBRIC:

4 = superior,
3 above expectation,
2 = proficient,
1 = below expectations,
0 = unacceptable.

4. Wrote in journal in detail throughout the month, access web monthly, read monthly readings and suggested others, and extended the monthly class activity.
3. Wrote in journal throughout the month, access web monthly, read monthly and also other suggested readings, and developed some proficiency at the monthly class activity.
2. Wrote in journal monthly, access web monthly, read monthly readings, and completed the monthly class activity.
1. Wrote briefly in journal monthly, accessed web monthly, skimmed monthly readings, and attempted the monthly class activity.
0. Did not: write in journal monthly, access web monthly, read monthly, or complete the monthly class activity.

OCTOBER ACTIVITY:

From In Search of Understanding by Brooks and Brooks, reread chapter 9 titled “Becoming a Constructivist Teacher”. This article was passed out at the “roll-out” sessions. Please let us know if you need a copy of this article and one will be mailed to you. We will emphasize certain sections of this article each month. Please emphasize point 5 this month. Complete the following two tasks in your journal:

a.) Assess your current level of Constructivist activity in your classroom by using the criteria from the self-assessment found below. I suggest you write a statement in your journal about each of the eight elements of classroom climate on this list. You may use any format you choose as long as you respond to all eight. This statement should assess which descriptor fits your current way of teaching best and to what extent. Please be as honest as you can, you wilt have a chance to reassess or change your statement at least twice and update them through journal entries. These statements can be used to track your journey through the module as your ideas about constructivism develop.
b.) Develop and state in our journal your definition of Constructivist in approximately 25 words.

CONSTRUCTIVIST ENVIRONMENT
Traditional Classrooms______________Constructivist Classrooms__
1. Curriculum is presented part to whole, with emphasis on basic skills. 1. Curriculum is presented whole to part with emphasis being on concepts.
2. Strict adherence to fixed curriculum is highly valued. 2. Persuit of student questiuons is highly valued.
3.Curriculum activities rely heavely on textbooks and workbooks. 3. Curriculum activities rely heavily on primary sources of data and manipulative materials.
4. Students are viewed as "blank slates" onto which information is etched by the teacher. 4. Students are viewed as thinkers with emerging theories about the world.
5. Teachers generally behave in a didactic manner, disseminating information to students. 5. Teaches generally behave in an interactive manner, mediating the environment for students.
6. Teachers seek the correct answers to validate student learning. 6. Teachers seek the students' point of view in order to understand students' present conception for use in subsequent lessons.
7. Assessment of student learning is viewed as separate from teaching and occurs almost entirely through testing. 7. Assessment of student learning is interwoven with teachnng and occurs through teacher observations of students at work and through exhibitions and portfolios.
8. Students primarily work alone. 8.  Students primarily work in-groups.

PRODUCT:

Complete a product for the course by April 28th be shared May 1st or May 2nd. Remember there are no absolutes in constructivism and work should be student directed. This means that a product you develop, so long as the as it express your work during these months and can be presented to the group, is acceptable. The product could address the question(s) you develop or such question(s) as:

What have I learned about constructivism?

How has my understanding of constructivism changes?

How has constructivism helped me relate to the frameworks?

Some suggestions for this product are:

Use your journal as a basis for a story, collage, artwork, etc, to show your growth/change.
Develop a portfolio of constructivist materials, feelings, student changes/works, etc.
Collection of teaching ideas units, or lessons for next year.
A "product" that shows where/how you plan to go with Constructivism.



Please respond to the following questions now, via e-mail:

Participants, please self assess your comfort level with the course content by checking one of the following:

With regard to using responsible student learning in the classroom

I consider myself a novice
I have some familiarity, but little classroom experience
I have a reasonable amount of proficiency
I have extensive experience using numerous strategies

Please include any additional comments as well.