{"id":1504,"date":"2018-10-10T19:08:41","date_gmt":"2018-10-10T23:08:41","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=1504"},"modified":"2018-10-10T19:08:41","modified_gmt":"2018-10-10T23:08:41","slug":"constructing-the-future-constructivism","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/10\/constructing-the-future-constructivism\/","title":{"rendered":"Constructing the Future: Constructivism"},"content":{"rendered":"<p>Think back to any psychology class you&#8217;ve ever taken. Do the names Piaget and Vygotsky ring a bell? If so you&#8217;ve heard of <strong>constructivism<\/strong>! And this is how it applies to the classroom:<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1492\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2018\/10\/Screen-Shot-2018-10-10-at-9.32.23-AM-300x172.png?resize=419%2C240\" alt=\"\" width=\"419\" height=\"240\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/Screen-Shot-2018-10-10-at-9.32.23-AM.png?resize=300%2C172&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/Screen-Shot-2018-10-10-at-9.32.23-AM.png?w=592&amp;ssl=1 592w\" sizes=\"auto, (max-width: 419px) 100vw, 419px\" \/><\/p>\n<h2><strong>Defining Constructivism<\/strong><\/h2>\n<p>Constructivism is a theory that says learning is built on the foundation of prior knowledge through experiences and past ideas (Krahenbuhl, 2016).\u00a0 This means that students can learn through what they already know and are able to build on to that past information.<\/p>\n<p>Now this might sound a little bit confusing still, so allow this video to break it down further:<\/p>\n<p><iframe loading=\"lazy\" title=\"Use a Learning Theory: Constructivism\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Xa59prZC5gA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>In the article &#8220;Student-centered Education and Constructivism: Challenges, Concerns and Clarity for Teachers&#8221; by Kevin Krahenbuhl, he mentions ten principles of instruction that &#8220;are intentionally designed to scaffold students <em>towards<\/em> deep and vibrant learning&#8221; (2016).<\/p>\n<p>They are:<\/p>\n<ol>\n<li>Review of previous learning<\/li>\n<li>Present new material in small steps, practicing after each<\/li>\n<li>Ask many questions and check understanding of all before moving on<\/li>\n<li>Provide models such as worked examples<\/li>\n<li>Guide student practice<\/li>\n<li>Check for student understanding and address misconceptions quickly<\/li>\n<li>Obtain a high success rate before moving on<\/li>\n<li>Provide scaffolds for difficult tasks<\/li>\n<li>Require and monitor independent practice when they are prepared<\/li>\n<li>Engage students in frequent, and spaced-out over time, review<\/li>\n<\/ol>\n<p>(Krahenbuhl, 2016)<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1479\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2018\/10\/Screen-Shot-2018-10-09-at-7.07.38-PM-300x297.png?resize=300%2C297\" alt=\"\" width=\"300\" height=\"297\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/Screen-Shot-2018-10-09-at-7.07.38-PM.png?resize=300%2C297&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/Screen-Shot-2018-10-09-at-7.07.38-PM.png?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/Screen-Shot-2018-10-09-at-7.07.38-PM.png?w=520&amp;ssl=1 520w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<h2><strong>Constructivist Learning Cycle<\/strong><\/h2>\n<p>I compared the principles of instruction with the learning constructivist learning cycle which is separated by 5 Es:<\/p>\n<ul>\n<li><strong>Engage:\u00a0<\/strong>assess prior knowledge\n<ul>\n<li>This part of the lesson should be an &#8216;attention getter&#8217; and is a quick way to assess what the students already know about a topic<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Explore<\/strong>: what did the students obtain from the engage?\n<ul>\n<li>Following the engage, students should be able to explore the topic in an inquiry-based activity<\/li>\n<li>Stations are perfect for this section<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Explain<\/strong>: students create a definition\n<ul>\n<li><em>BEFORE<\/em> giving students your definition, they should come up with their own definition of the topic based on what they saw in the engage and explore sections<\/li>\n<li>This section is student-led and can be followed by a mini lecture to keep all students on the same track<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Elaborate<\/strong>: applying what they&#8217;ve learned\n<ul>\n<li>In this section, students should be challenged with the new ideas they&#8217;ve learned<\/li>\n<li>Real-life examples are encouraged to be discussed in this section<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Evaluate<\/strong>: assessment (formal\/informal)\n<ul>\n<li>Teachers should assess students new and prior knowledge in this section<\/li>\n<li>Mini-assessment can be used throughout the entire learning cycle<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1473\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2018\/10\/1_5GyozkE3_ptuE5IQOkY9cA-300x261.jpeg?resize=420%2C365\" alt=\"\" width=\"420\" height=\"365\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/1_5GyozkE3_ptuE5IQOkY9cA.jpeg?resize=300%2C261&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2018\/10\/1_5GyozkE3_ptuE5IQOkY9cA.jpeg?w=500&amp;ssl=1 500w\" sizes=\"auto, (max-width: 420px) 100vw, 420px\" \/><\/p>\n<p>Example of how to apply the learning cycle to the earth science classroom:<\/p>\n<ul>\n<li><strong>Engage<\/strong>: Show students a demonstration melting crayons to form new compounds\n<ul>\n<li>See what they know about how this relates to the rock cycle with probing questions<\/li>\n<\/ul>\n<\/li>\n<li><strong>Explore<\/strong>: Have students go around to different station and explore different kinds of rocks and how they formed<\/li>\n<li><strong>Explain<\/strong>: Guide students towards the differentiation of the three rock types and their properties they witnessed previously\n<ul>\n<li>Follow up with a mini lesson on how this actually happens in real life<\/li>\n<\/ul>\n<\/li>\n<li><strong>Elaborate<\/strong>: Have students research different places on Earth that have these various types of rocks and create a poster (different colors for each student) with what they found and provide an example<\/li>\n<li><strong>Evaluate<\/strong>: If taken place over multiple days, follow up with an exit slip to gauge student learning and end the unit with a quiz covering the content<\/li>\n<\/ul>\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\">\n<p lang=\"en\" dir=\"ltr\">Students already know a lot about the world around them. With the constructivist learning theory, teachers are able to take their prior knowledge and build upon that to create life-long learners! <a href=\"https:\/\/twitter.com\/hashtag\/EDT431?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT431<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/scienceteaching?src=hash&amp;ref_src=twsrc%5Etfw\">#scienceteaching<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/NSTA?src=hash&amp;ref_src=twsrc%5Etfw\">#NSTA<\/a> <a href=\"https:\/\/twitter.com\/AnnMacKenzie?ref_src=twsrc%5Etfw\">@AnnMacKenzie<\/a><\/p>\n<p>&mdash; Kacey Kopack (@kopack_sci) <a href=\"https:\/\/twitter.com\/kopack_sci\/status\/1050157129028575232?ref_src=twsrc%5Etfw\">October 10, 2018<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n<p>Krahenbuhl, K. S. (2016). Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers.\u00a0<i>Clearing House<\/i>,\u00a0<i>89<\/i>(3), 97\u2013105. Retrieved from: https:\/\/doi-org.proxy.lib.miamioh.edu\/10.1080\/00098655.2016.1191311<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Think back to any psychology class you&#8217;ve ever taken. Do the names Piaget and Vygotsky ring a bell? If so you&#8217;ve heard of constructivism! And <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/10\/constructing-the-future-constructivism\/\" title=\"Constructing the Future: Constructivism\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":2518,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[6],"tags":[],"class_list":["post-1504","post","type-post","status-publish","format-standard","hentry","category-constructivism"],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/1504","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/2518"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=1504"}],"version-history":[{"count":1,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/1504\/revisions"}],"predecessor-version":[{"id":1505,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/1504\/revisions\/1505"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=1504"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=1504"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=1504"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}