Cognitive and social constructivism: developing tools for an effective classroom

Audrey Kelly
ET - Constructivist Learning

Powell, Katherine C., and Cody J. Kalina. "Cognitive and social constructivism: developing tools

for an effective classroom." Education, vol. 130, no. 2, 2009, p. 241+. Expanded Academic ASAP, go.galegroup.com/ps/i.do?p=GPS&sw=w&u=va_s_123_0100&v=2.1&it=r&id=GALE%7CA216181184&asid=a3a2980171814caa4a703d180aebe53e. Accessed 22 Mar. 2017.

Must read (and take notes!) this detailed explication of theories of the great thinkers of constructivism, Piaget (cognitive), Vygotsky (social), not to mention other major figures like Plato and John Dewey.  The authors outline why the theories should inform  teachers instructional methods and classroom management. “The more prepared and comfortable teachers are in using effective tools such as conversation, discussion, and inquiry; the more they will use them and students can become adept at thinking and communicating.

Knewton Infographic - Flipped Classroom

I've never heard of a flipped classroom, until this semester. So in my research to find out more I ran across this very cool infographic explaining what a flipped classroom is and it compared a high school before it flipped and after. Very interesting results. As far as I know classroom flipping is not used in my school district. I feel this method of instruction would benefit many students especially the students who learn better by active learning or learning by doing rather than teacher-centered instruction.
Knewton Infographic - Flipped Classroom 

From Behaviorist to Constructivist Teaching.

Alpers, Jessica

ET-Educational Theory and Practice

Scheurman, G. (1998). From Behaviorist to Constructivist Teaching. Social Education, 62(1), 6-9.

Summary: Scheurman begins this article by explaining that in a given subject, when the constructivist view is applied deep understand of the topic develops and rigorously defensible beliefs about important disciplinary issues are developed. This is enhanced because student view the problems from different perspectives, and come to develop their own views. This is where knowledge is constructed. Teachers are able to be both transmitters and managers of knowledge. Transmitting occurs when a lecture is given, textbooks are read, and then that knowledge is used in an activity. Managing might looks more like “chunking” information, and helping students to build connections and their own thinking processes. Scheurman further describes the teachers as facilitators or collaborators. This means monitoring the “classroom learning and participate actively with students in its evolution.” Ending with some connections and concerns, one being how the movement to constructivism abandons the traditional instruction and assessment models. It is a challenge that would need to be overcome.

Evaluation: This is a good article that describes different ways teachers can teach. For those wishing to be more involved in their classrooms, and less lecture driving this article gives a good explanation of how to begin. This article is primarily directed at social studies classes, but it can be applied to any number of subjects.

Older Video Explores Still Current Ideas

Cooper, E. J. (1991). Integrating thinking, reading, and writing across the curriculum. Hamilton, N.J.: Films Media Group.

I found this video in the Films on Demand database that the library where I work subscribes to. The item record showed the publication date as 2011, but that must have been when it was digitized and uploaded, because it was definitely made in 1991. Despite its age, I found it very interesting and relevant. It take the format of a panel with an audience, and in between the panelists answering questions, there are clips of teachers applying the techniques discussed in their classrooms. These clips include interviews with students who discuss how they feel about these classes compared to their classes with teachers who use more traditional methods.

Although no one ever claims these methods as adhering to any particular theory or philosophy, the methods and ideas that are discussed are clearly constructivist, and it is illuminating to see theory put into practice. The term "cognitive coaching" is used a lot, and it seems to refer to encouraging inquiry and metacognition. This video is pretty old, but the ideas hold up. 

Informal Science Education Programs in Indigenous Communities

Mack, E., Augare, H., Different Cloud-Jones, L., Davíd, D., Quiver Gaddie, H., Honey, R., … Wippert, R. (2012). Effective practices for creating transformative informal science education programs grounded in Native ways of knowing. Cultural Studies of Science Education, 7(1), 49–70. https://doi.org/10.1007/s11422-011-9374-y

In this article, the authors explored the common features in successful informal science education (ISE) programs in indigenous communities around the world, but primarily in North America. Although constructivist theory is not specifically mentioned in is this article, the strategies that are listed are recognizably constructivist. These include building on student's pre-existing knowledge, and making the content relevant to their lives. It also notes the importance of collaboration, especially with community members that students will recognize as leaders. This reinforces the relevance of the content instruction by showing that Person X is on board with it, and helps counter any notion that the science being taught contradicts traditional knowledge. 

Resilient Library, Resilient You

Aubree Burkholder

IL

Gutsche, B. (2015, January). Resilient Library, Resilient You - WebJunction. Retrieved from http://www.webjunction.org/news/webjunction/resilient-library-resilient-you.html 

Summary:

An informative article on how to help librarians deal with change that always come with rapidly changing technology.  This article also outlines the models of change that librarians may utilize when faced with new emerging issues. 

Evaluation/Opinion:
I know that myself along with most people have difficulty adapting to continuous change. I enjoyed reading this article because it not only explains that change is both inevitable and continuous, but it also outlines many helpful models for librarians and teachers to adapt to change. 

The Spirit of Inquiry in Information Literacy

Miller, Olivia

ET

Dickinson, G. K. (2006). The spirit of inquiry in information literacy. Teacher Librarian 34(2), 23-27.

Summary

This article draws connections between the writings & theories of John Dewey and contemporary constructivist models of inquiry, specifically comparing the American Association of School Librarians Information Literacy Standards with Dewey's works. Draws in theories like Instrumentalism (the blending of logic & creativity to produce scientific experiments and findings) and theories of knowledge as contextual (interdependent between individual & their environment). Supports educational practices that allow students freedom to express creativity, come up with their own questions, and open models of inquiry instead of rote fact memorization. Take-away slogan: Knowledge isn't acquired, it's INquired

Review

I found this article very engaging and interesting! It makes a good argument for libraries as centers of inquiry not only in a contemporary model, but drawing on the history of one of the most famous library pioneers. Gives a good context for the shifting of educational theories over time, giving ammo against naysayers who argue that inquiry models are "newfangled" and not guaranteed to work. Draws from the past to move towards the future.

Transforming pedagogy: changing perspectives from teacher-centered to learner-centered

Jana Brubaker

ET

Dole, S., Bloom, L., and Kowalske, K.  (2016).  Transforming pedagogy: changing perspectives from teacher-centered to learner-centered.  Interdisciplinary Journal of Problem-based Learning, 10(1).

This article reviews the similarities and differences of problem-based learning and project-based learning, which was interesting to me.  Both are inquiry based, and have similar processes, but different results.  Project-based learning results in a product, or an artifact, while problem-based learning results in solutions rather than products.  One important similarity between the two is the role of the teacher as a facilitator or a coach.  Another similarity is that both are cross-curricular and emphasize student choice.  Both contain what is needed for deeper learning and content mastery.  This deeper learning transfers to other contexts.  

Although research is beginning to show that these models of learning produce deeper learning, they are difficult to implement in schools that are focused on standards-based learning and assessment.  Such a big change in pedagogy takes time.  Teachers need to be able to discuss, think about, and practice teaching in this way before implementing it.  The authors conducted a field study in which they offered an online summer course, with one week of field experience, on both models of learning.  After returning to the classroom, they interviewed the teacher participants to find out if they were using these models of learning. Sixty-four percent of the teachers said that they were still using the models due to the course and field experience and 100% said they would recommend those models to others.

Most of the teachers said it was a great learning experience for them.  They learned how to maintain order in an environment that appears more chaotic.  They were able to focus on critical thinking and problem solving skills in a new way.  They learned how to differentiate and allow students to take control of their learning.  Student participants also had positive experiences.  Classroom climate was reportedly better.  Student-teacher relationships improved too. Overall, the article helped me gain a better grasp of the differences between the two teaching models.

Blending Technology into Project Based Learning

Alan Phelps

ET-Inquiry and Problem-based Learning

IL-Other IL Models

Lenz, B.; Kingston, S. (2016, January 21). Blending technology into project based learning. P21 Blogazine. Retrieved from: http://www.p21.org/news-events/p21blog/1832-blending-technology-into-project-based-learning

Summary:

This is a very good article which takes an in-depth look into the idea that Project-Based Learning (PBL) + Technology = Deeper Learning.  The article defines what they mean by deeper learning and, interestingly, it examines how different types of technology have varying effects on student learning. It also looks at what other things need to be present along with technology to increase student learning. The article then goes on to look at the various ways PBLs and technology can be integrated into the curriculum. The authors of this article also authored a book in 2015 called Transforming schools: using project based learning, performance assessment, and common core standards.

Evaluation

I really enjoyed this informative article about project based learning andBuck Institute for Education's Gold Standard PBL 101 Workshop. I attended a 2 day Buck Institute Project Based Learning workshop 10 or so years ago and got a lot out of it. I still have the workshop binder and will revisit it when I get a chance. When I taught history I did a lot of project based units and additionally, I did a lot of outdoor experiential project based learning.  I found that when PBLs were prepared and executed well, they created a very rich learning experience for the students. Since then, PBL have fallen a bit out of favor in education but I believe strongly in a PBL based curriculum.

Kira Painchaud

ET

Lincoln, M. (2001). Constructivist learning with primary sources. The Book Report,  20(3), 12-14.

Summary:
This article is on  Constructivist learning and how students are using this hands on approach to learning social studies in a school library setting. The learning method is identified by a group of educators and promoted in a collaborative study unit. In this article the learning resources used in the lesson plans include audio recordings, maps, digital books and moving pictures as part of the learning experience. The article reflects on what the lesson plan is and how it  is designed. The question of how meaningful this learning experience is for the students is asked. Concepts of comprehension and cohesive understanding of the lesson topic is mentioned along with the value of students learning how to analyze information.

Review:
In this article there are three lessons in the lesson unit taught collaboratively by a teacher and a media specialist. The lesson plans take place in the classroom and library media center. Students analyze online sources from PBS The Great War as part of the primary tools for learning about WWI. In these activities the students write and record their findings. They also participate in discussion in relation to what their knowledge was at the beginning of the lesson unit. There is also a reflection on questions analyzing what they have learned.

The outcome of this article is that using a Constrtuctivist approach in this lesson unit was very positive. The teacher - media specialist collaboration and personal experience of the students went far beyond textbook learning, memorization and class lecture. Students were able to practice critical  thinking and problem solving which was evident in the end product of their class assignment.

Pedagogy for Practical Library Instruction

Karla Morones

ET, CO

Montgomery, M. (2015). Pedagogy for practical library instruction. Communications In Information Literacy, 9(1), 19-23.

Summary

This article touches on the fact that many librarians have no background knowledge on educational theories.  The author gives personal experiences with her learning process and fish out of water feeling when she first started her position at an academic library.  The author explains how much knowledge a librarian really needs to know and how to obtain the knowledge to become effective instructors.

Evaluation

I very much enjoyed this article.  I felt the author was talking about my particular feelings and experiences.  I, too felt like fish out of water, and I appreciated her humor and tips on pedagogy. The author, much like I did, kept returning to constructivism theory as the best way for her to engage her students.  She had to begin teaching herself theory and pedagogy through books and journal articles.  She also joined organizations such as ALA, ACRL, Library Juice Academy, OCLC’s WebJunction, and others that provided both free and fee-based training via webinars and online classes. She then proceeded to focus her studies on this theory and began applying it to her classes.  She found student led activities had much better outcomes than other activity she had planned.