Our learning resources shared that 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, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In developing a hypothesis, teachers help students through: systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision-making, (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Reflecting on the correlation of the constructivist/constructionist learning theories, Dr. Orey stated that with constructionism, students need to have first hand experience. They learn best when they build an external artifact or something they can share with others; whereas, the constructivist actively constructs his/her own meaning, (Laureate Education, Inc., 2009). I agree with our text authors when they said that technology plays a vital role in generating and testing hypotheses. Technology allows students to spend more time interpreting the data rather than gathering the data, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Showing the students how to use MS Excel, Access, PowerPoint, etc., gives them the ability to analyze data in many different ways. For example, my students create a household budget and then create several charts and graphs to show their data. In that, they are using the mechanisms of learning that Dr. Orey mentioned in the DVD learning. By implementing instructional strategies, students learn how to assimilate and accommodate information to fit what they currently know. I am a firm believer that students do learn by example. In generating a hypothesis, it gives students the ability to open their minds, think thoroughly about a topic and come up with a solution. As we continue to teach our students how to become lifelong learners, we are doing just as the teacher stated in our DVD: we are preparing our students to solve problems, think critically, as well as prepare them for the jobs of the future.
Resources
-Laureate Education, Inc. (Producer). (2009). Program six. Constructionist and
Constructivist Learning Theories. 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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Your lesson on creating a household budget is more important than just in preparing students for the work world. Especially today we need to prepare our students to thrive and they can't so that if they are drowning in debt! Learning by example and doing tasks first-hand is critical and constructionist learning enables students to do just that. Also I think technology can be especially helpful for those of us not naturally mathematically inclined!
ReplyDeleteI agree with the mathematically inclined April!!! I always tell people, I leave the math for my sister who is a wiz! As long as I can balance my checkbook, I'm good! :)
ReplyDeleteAs far as students and learning financial skills, one of my units is called "The Real Game." In this unit, I am the boss and each student is given a different card. The cards have life situations on them. Some of the students could be single, others with families, in school, etc. Everyday the boss gives out different scenerios that happens in everyday life: such as loosing a job, paying bills, etc. The students really enjoy the unit and have a better appreciation for finances as well as their parents and what they do.
Hi Farena,
ReplyDeleteYou are so right when you talk about preparing our students for the future. I think that a lot of teachers (including me) spend too much time worrying about and preparing our students for the test, that we lose site of the fact that we need to prepare our students for the real world. That is one area that I need to focus on next year.
Ray Rust
Hi Farena,
ReplyDeleteI turly like the comment you made about technology helping students have more time to analyze the data rather than simply gathering it. Using technology will help the students find the information they need and help them organize it so that they may learn from it. Many times students spend so much time gathering that what they create is not truly the learning experience it could be. Teaching them to use tchnology to analyze and create will enhance their learning and make them more eager to add to their knowledge.
Hi Ray,
ReplyDeleteIt's never too late to start.I see in my students when I relate things to the real world and not just to the test they are going to take at the end of the unit, they are more prone to remember. It is even better as a related arts teacher when you teach them somehing in 6th grade and they remember what you said when it is discussed again in 8th grade.
Hi Carla,
ReplyDeleteI agree that many of our students spend too much time gathering that what they create is simply just what they looked up. In doing that, they are not able to apply the standards that are taught to them.
HI Farena,
ReplyDeleteI appreciated reading your blog. I agree that teachers, myself included, spend a great deal of time preparing our students to master standardized tests rather than focusing upon the larger picture of education. Often people forget about the role of technology in higher order thinking. I agree with the need to teach students to use technology to create graphical displays rather than by hand. Then teachers can focus on analyzing the results.