Instructional strategies that correlates with the principles of constructivist and constructionist learning theories relates to generating and testing hypotheses. This strategy is pertinent to every content area. When students produce test hypotheses, they are inviting in complicated psychological measures, administering content awareness like data and vocabulary and boosting overall knowledge of the content. Engaging students in an assortment of complex tasks for generating and testing hypothesis is exceptionally productive when related to greater established teaching exercises such as instructions and teacher supervised, step by step lectures. To guarantee students' accomplishments with various assignments connecting each measure, educators should begin with giving students an example for the process and use well known content to educate students with the process steps. However, generating and testing hypotheses are tremendous cognitive assignments students generally call for scaffolding initially to assist them conveniently attain such heights of understanding. Technology plays an essential part in generating and testing hypotheses because new advancements permits students to give more time understanding the data rather than gathering the data (Pitler, Hubbell & Kuhn, 2012).
As mentioned in this week's resources, constructivism theory contends with accommodation and assimilation. The attraction is on the individual's need and capability to learn, and the teacher is there to facilitate and model self directed learning. Constructionist is a learning theory where individuals acquire information when they build an external artifact or something that they can share with others (Laureate Education, Inc., 2011).
References:
Pitler, H.,Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Michelle, I agree with you that in order for educators to guarantee students' accomplishment with various assignments, educators have to give students examples and show them how they are supposed to complete the assignment. That would be a way of scaffolding the assignment in order for the students to be able to see how it is that they need to complete the work. Also by showing students how to complete the work, educators could be activating students' prior knowledge which would help in accomplishing the assignment that was given.
ReplyDeleteHi Vanessa:
DeleteI often use the way of scaffolding in all my lessons because I am able to see students receive the examples provided, and then they move forward in completing the lesson assigned. Scaffolding also makes me think of hands on assignments which involves the student's participation at a high percentage. These strategic ways makes learning exciting I believe.
Thanks for sharing!
Michelle