Understanding and Implementing Constructivist Strategies
Module Seven

Hal Robertson - Course Designer
hfr@northnet.org

Module 7 – FINAL PRODUCT

INTRODUCTION:

In this module we will focus on two points from “Becoming a Constructivist Teacher” as you prepare your final product. These two points should allow you the freedom to complete your final product in a Constructivist manner that is most beneficial to your continued professional development. These points are as true in this course as they are for the students in your classroom.

First, point 8 – Constructivist teachers seek elaboration of students’ initial responses. “ Initial responses are just that — initial responses.”
Second, point 1- Constructivist teachers encourage and accept student autonomy and initiative. “…if autonomy, initiative, and leadership are to be nurtured, it must be done in individual classrooms. Autonomy and initiative prompt students’ pursuit of connections among ideas and concepts.” … The way a teacher frames an assignment (in this case your assignment) usually determines the degree to which students may be autonomous and display initiative.

PROCESS:

During this module would you please:

a) Complete the reflective questions.
b) Reread the 8th and 1st points in chapter 9 “Becoming a Constructivist Teacher” from In Search of Understanding by Brooks and Brooks.
c) Read the material under READING: below from past modules as a review of your progress through the course. I hope this will help you think about what and how you want to present.
d) Complete your final product for presentation. Please be as free and creative as you wish, as there is no wrong way for a constructivist to present their final product.
e) Write in your journal.

REFLECTIVE QUESTIONS:

1) Was the open-ended problem or task you selected to teach the concept appropriate? If not, why not? If it was, in what ways?
2) How did the students respond during the three phases of the learning cycle?
3) What did you learn that would be useful when you use the learning cycle next time?

READING:

You may find it useful to review the following sections from previous month’s modules.

OCTOBER

PRODUCT:

Complete a product for the course by April 28th to be shared April 30th, 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 expresses 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 changed? How has constructivism helped me relate to the learning standards?

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.
* Make a collection of teaching ideas, units, or lessons for next year.

A “product” that shows where/how you plan to go with Constructivism.


RUBRIC (for your Journal):
4 = exceeds expectations,
3 = meets expectation,
2 = approaches expectations,
1 = does not meet expectations

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

OCTOBER ACTIVITY

a.) Assess your current level of Constructivist activity in your classroom by using the criteria on the self-assessment form. I suggest you write a statement in your journal about each of the eight elements of classroom climate on this list.
b.) Develop and state in our journal your definition of a Constructivist Teacher in approximately 25 words.

NOVEMBER ACTIVITY:

Part I - Respond in your journal to the following questions as you look at a series of lessons/unit you have or plan to teach and decide if:

a) The material covered is declarative or procedural knowledge.
b) Your lessons contain a % of each type of learning close to the % suggested on the chart.
c) Your lessons/unit included the 3 three phases suggested for teaching that type of knowledge.

Part II - Respond in your journal after you have read Time versus Coverage.

DECEMBER ACTIVITY:

1) Review your journal entries for October. Please feel free to change or add to your response on the current level of Constructivist activity in your classroom or your definition of Constructivism.
2) Use the four- (4) points from the conceptual change model of learning as you teach a concept.

JANUARY ACTIVITY:

a) Establish a base mean Wait Time I and II for your teaching.
b) Practice increasing Wait Time I and II as you teach one or more lessons.
c) Check to see if you have increased Wait Time I and II.

FEBRUARY ACTIVITY:

a) Select a declarative or procedural concept you wish to teach.
b) Decide if the knowledge you wish to teach can be best extended by comparison or classification.
c) Design the lesson following the 5 sections outlined above.

MARCH ACTIVITY:

a) Select a declarative or procedural concept you wish to teach.
b) For this concept, decide on an open-ended problem or task that allows for a variety of strategies yet specific enough to provide some direction to the students.
c) Use the selected problem or task as you teach the lesson using the three phases of the learning cycle.

I look forward to your final product - Hal

Additional Resources

provided by: Tara A. Demers - "4" Project

Understanding and Implementing Constructivist Strategies Bevevino, M. M., Dengel, J., & Adams, K. (1999). Constructivist theory in the classroom: Internalizing concepts through inquiry learning. The Clearing House, 72(5), 275-278.

Brooks, J. G., & Brooks, M. G. (1993). Honoring the learning process. In search of understanding: The case for constructivist classrooms (3-14). Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J. G., & Brooks, M. G. (1993). Structuring learning around primary concepts: The quest for essence. In search of understanding: The case for constructivist classrooms (46-59). Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J. G., & Brooks, M. G. (1993). Becoming a constructivist teacher. In search of understanding: The case for constructivist classrooms (101-118). Alexandria, VA: Association for Supervision and Curriculum Development.

Perkins, D. N. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6-11.