Understanding and Implementing Constructivist Strategies
Module Two

Hal Robertson - Course Designer
hfr@northnet.org

Module 2 INTRODUCTION:

In this module we will focus on the 9th point in chapter 9 entitled "Becoming a Constructivist Teacher" from In Search of Understanding by Brooks and Brooks. We will look at the type of knowledge that is taught in a lesson and the time factor in acquiring this knowledge.

Please Respond to the Following Questions Via E-mail:

1. Please tell how you feel about your experience with the previous month’s module. I suggest you could simply summarize the material you wrote in your journal.
2. Please describe how the assigned activity influenced/changed your view of your classroom.
Additional Comments:

PROCESS:

During this module you are to:

a.) Read the material that follows on declarative and procedural knowledge.
b.) Complete the percent chart and check your responses.
c.) Read the attached article on Time versus Coverage pg. 39-40 from InSearch of Understanding by Brooks and Brooks.
d.) Complete the November activity.
e.) Write in your journal.

Before planning units/lessons to help students acquire and integrate knowledge suggested by the New York State learning standards, it is important to clarify the type of knowledge that is the target of the lesson or unit. Knowledge can be organized into three categories - declarative knowledge, procedural knowledge, and lifelong learning. Declarative is knowledge a student must know or understand such as the rules of baseball, George Washington was the first president, the conventions of punctuation, or the definition of numerator. Procedural knowledge requires the learner to perform a process or to demonstrate a skill, that is, to take some kind of action. Lifelong learning are more general goals that are not the responsibility of any one teacher and include such things as being a good citizen, appreciating literature, or leading a healthy life.

CHART: DISTRIBUTION OF DECLARATIVE AND PROCEDURAL KNOWLEDGE by per cent

(%). Think of science, mathematics, geography, language arts, and history in terms of declarative and procedural knowledge. (If your subject is not listed, please still do the activity so you can gain understanding of the process.)

First, place your estimation of the % of declarative and procedural knowledge contained in each subject in the block on the chart.

Second, then check your response by clicking here to see the researched %.

Declarative knowledge and procedural knowledge are each presented to students in a series of three different phases. Declarative knowledge is presented so that the students can use three interrelated phases to integrate the new knowledge into their perception of the world. The three phases used to integrate the knowledge are named: construct meaning, organizing, and storing. Examples of these phases are:

construct meaning - have the student actively doing something with the knowledge in their heads using a variety of senses, use a K-W-L, or a vocabulary activity;
organize - use graphic organizers or advance organizational questions;
store - use of mnemonics, link strategies, or symbols.

Procedural knowledge is presented so that the student can use three distinct phases to develop the skill or process. The three phases used to integrate the knowledge are: construct a model, shape the model, and internalize the model. Examples of these phases are:

construct models - use a think aloud process or provide a written or graphic representation.
shape - provide students opportunities to correctly practice the skill or help students develop a conceptual understanding of the process;
internalize the model - help student set a practice schedule or have students chart their progress.

READING:

Please read the attached article on Time versus Coverage pg. 39-40 from " from In Search of Understanding by Brooks and Brooks by clicking here. The American Association for the Advancement of Science has advanced the hypothesis that less is more. This means that it is better to teach less (concepts) to full understanding that to teach many facts - the factors on the chart from last time entitled CONSTRUCTIVIST ENVIROMENT correlate with this statement.

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 pg. 39-40 from In Search of Understanding by Brooks and Brooks. State your feelings about the hypothesis from AAAS that less is more. You could include in your response the answer to such questions as:

What does less is more mean for a teacher?
How is it possible to focus more on concepts and less on accumulation of facts in your field?
What are the obstacles for a teacher in less is more?

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.