Chapter 9: Constructivism and Learning

by April

Doing this chapter for my presentation really helped me make more sense of constructivist theory. When I think about learning in terms of students constructing knowledge as they try and make sense of their experiences it really connects with why my friend Ruth said that learning through worksheets is really not considered acceptable any longer but that project-based learning is valued. This was a big conversation at the preschool. There were some teachers who LOVED worksheets and some who absolutely hated them. Now that the debate is framed by an understanding of theory, I feel I can make a more informed decision about it!

The five conditions for learning shared by constructivists were really helpful in seeing how the theory would work out in a practical way. I definitely see the importance of offering multiple perspectives and representations of content. I see in my own self a tendency to oversimplify concepts so I can only imagine how easy it for students to do that. I've not always loved group work in the past but I'm really starting to see how social negotiation is necessary for learning. We've already talked a lot about flexible grouping and I really hope to make successful use of different forms of grouping to promote learning through social negotiation.

I have to admit that prior to this program I hadn't really thought about the value of "thinking about thinking." As I've gotten older I've certainly become more self-aware in regards to the things that shape my thinking but as a young person I don't ever remember anyone encouraging that. We've talked already about modeling thought processes for students and giving students a chance for reflection is another important part of that. Another condition, student ownership of learning is obviously really important. I can see encouraging this few a variety of ways but one example would be to give students choices in how they respond to assignments.

Lastly, I mentioned this condition a little bit above but it's important that students be given complex and authentic learning environments. Simple worksheets do not allow students to construct knowledge as they make sense of their experiences. As educators, it's our job to provide opportunities for discovery and wonder with complex opportunities to respond.