Constructivism in Action In the Primary and Intermediate Classroom

Sandra L. MagnussenETEC 530- 65A

Professor Diane JanesAssignment #3

University of British ColumbiaApril 3, 2016

Epistemology is the name given for the theory of knowledge. Pritchard (2014) states that there are two broad kinds of knowledge: ability and propositional. Ability knowledge is “know how” and propositional knowledge is knowledge that something is the case (Pritchard, 2014). Knowledge must be true belief that is gained in a reliable way, where reliable here means that at the very least, the method used was more likely to get you to the truth than not. One could therefore say that knowledge is basically a true belief that is reliably formed and gained as a result of the operation of reliable epistemic virtues or cognitive faculties. Cognitive faculties work together with epistemic virtues. A cognitive faculty is a character trait of sorts, which tends to be natural and innate, rather than acquired or worked at consciously. An Epistemic Virtue, sometimes called an intellectual virtue, is a character trait, which makes you better suited to gaining the truth (Pritchard, 2014). One example is that of Intellectual empathy, which involves the ability to put ones self in the shoes of another, and to put effort into understanding others points of view while remaining true to ones own beliefs. Another example is that of Intellectual integrity. To have real integrity is to know oneself and to be true ones own thoughts and decisions. This, like all epistemic virtues is something that is worked at and can be improved upon throughout a life, and involves being able to admit fault and to always hold oneself up to a higher standard. In my life, I have followed the “one thing done well” virtue and it guides me when making many decisions.

Constructivism is a theory about knowledge and learning; it describes both what “knowing” is and how one “comes to know” (Fosnot , 2005). Teachers who base their practice on constructivism reject the notions that meaning can be passed on to learners via symbols and transmission. Constructivism is a theory of learning, not a theory of teaching, thus leading to the difficulties of translating it to teaching strategies, and applying it in the classroom (Fosnot, 2005). Teachers with a constructivist orientation consider the perspectives of their students when seeking to facilitate learning, provoke the questioning of assumptions, and focus on big ideas. For these teachers,” technology should be utilized in such as way that it engages students and pushes them to make deeper connections and to generate meaning in a way not possible without the use of technology” ( Overbay, Patterson, Vasu & Grable, 2010, p.105). The four essential features of constructivism are: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback and reflection on the learning (Baviskar, S., Hartle, R., Whitney, T., 2009). This paper will explore constructivist methods of creating a lesson in both a primary and an intermediate classroom.

Constructivists believe that learning occurs when we seek to assimilate new experiences into our existing cognitive structures. Knowledge exists within the learners as a result of cognitive conflict, and resolving that conflict is where learning occurs. Children construct knowledge all the time regardless of teaching practices used, thus the overall challenge of constructivism is it translating a theory of knowledge into a theory of

teaching and ultimately, learning ( Ray, 2002). A constructivist view of learning then, suggests an approach to teaching that gives learners concrete, contextually meaningful experience through which they can search for patterns; raise questions and model, interpret and defend their strategies and ideas. The classroom in this model is seen as a mini society; a community of learners engaged in activity, discourse, interpretation, justification and reflection. (Ray, 2002).

In the article, Constructivist Teaching in Primary Science (So, W. 2002), So suggests 4 factors to consider in support of teachers attempting to restructure their ideas of classroom teaching and constructivism, and I see this parallel in our new curriculum in British Columbia.   These are: Recognizing what students already know; teaching fewer concepts and focusing on big ideas; improving continuity across subject/grade areas and progression of concept development and acknowledge and provide the tools   to support the diversity of learners. We need to offer “wait “ time for students and understand that disabled students are naturally active learners who learn in the way all humans do, and more time for them and offering multiple ways of expression of their learning supports them, just as other more typical learner (Fosnot, 2002., Rose, 2002).

This exploration of knowledge (Pritchard, 2014) and constructivism (Fosnot, 2005., Ray, 2002., Baviskar, 2009) including the explorations of students with disabilities has profoundly clarified the belief system I have had about teaching and learning throughout my career. Students with disabilities deserve rich literacy environments with peers to interact with and to engage in conversation with. More time and multiple means of expression of their understanding and learning supports them better than pull out programs.

Activating prior knowledge is paramount, and using a variety of tools in the Universal Design for Learning framework highlights the goals of the lesson, not the medium in which the understanding is communicated. This past module I have deepened my understanding of the importance of having the children choose the area of focus and then problem solve together, and as much as possible, build structures, hands on and together, the models to deepen their own understanding of concepts, in spaces large enough to accommodate two or more children working on a common representation (Fosnot, 2005., Johnson, 2012). I understand that in setting these learning environments up, the educator needs to have high standards and trust that if allowed to come up with the questions, based on real life wonderings, the learning will happen and will create life long learners, instead of merely the curriculum area you were to teach.

If children are offered various means of representation of their learning , they confront new possibilities and generate questions that may  not have developed otherwise. Encouraging discussion through structured questioning and providing wait time allows all students to process the conversation and questions and build on each others knowledge and experiences. We as educators can help children take up a “dynamic- learning “ frame by choosing challenging activities, where working together to solve problems, children will engage in self-monitoring and increase their efforts when the difficulty increases (Johnson, 2012).

The following lesson plans offer a constructivist approach in two different learning environments. The first is a primary classroom with a literacy focus. The second is in a middle school intermediate science class. Both consider the scope of the diversity that is normal wherever groups are gathered, and schools are no exception. (Rose, 2002).

Lesson 1:This lesson is based on the concept of courage aimed at a Grade 2 classroom of diverse learners.

Background: one of the students in the class had an experience where they stood up to someone teasing their sister about her haircut. This led to a class discussion about being brave and doing the right thing, even when it is hard. Learners must select and play an active role in selecting the learning activities, which must be challenging and intrinsically motivating (Fosnot, 2005). This led me to look for materials to support the concept of courage.

English Language Arts Grade 2 B.C. CurriculumLearning Standard: Use personal experience and knowledge to connect to text and to make meaning

Use of italics for key concepts from the course

Materials: Courage by Bernard Waber

Intro: Clearly state the lesson goal Put a visual up COURAGE. Remember how Sam was talking yesterday about helping his sister on the playground? We are going to explore what Sam did by giving it a name: Courage

The key to helping all students achieve is identifying and removing barriers from both our teaching methods and curriculum materials. Representing information in a variety of formats and materials supports this (Rose, 2002).

Activate Prior Knowledge: Turn to the person next to you and talk about what you think the word courage means from the experiences you have had. “As the children talk, the topics flow from last year to yesterday to the future” (Fosnot, 2005 , L. 4576).Number the students 1-4 and send them to 4 pieces of chart paper. Have the group record what they think courage means from their own experience on sticky notes.

This supports the constructivist practice of eliciting prior knowledge. “Constructivism presupposes that all knowledge is acquired in relation to the prior knowledge of the learner” (Baviskar, 2009, p.543).

Creating Cognitive Dissonance:Teacher gathers the students and they look and discuss the stickys. Teacher

facilitates by clarifying what the students wrote and asking questions such as ”Does having courage only happen when really big or scary things happen?” What about other things like being afraid of the dark? Do we use courage for those things too? Teacher guides the grouping and categorizing of the examples in a concept map to help demonstrate connections.

Show and discuss this quote, “There can be no courage unless you are scared” by Eddie Rickenbacker, a fighter pilot. p://i2.wp.com/philosiblog.com/wp-content/uploads/2012/10/wingwalkerlarge-crop.jpg?resize=450%2C409

Discuss the opposite of courage, fear, and how acting brave gives you courage.

Teacher creates cognitive dissonance here to ready the students for the representation of courage in the book Courage by Bernard Waber. The learner must be made aware of a difference between his or her prior knowledge and the new knowledge (Baviskar, 2009).

Ask the students to think about the following questions while reading:Is courage something you are born with ? Can you get better at having it or being BRAVE with practice?

Read the book with the students using the document camera or a projector with a copy of the text in Kurzweil so that all students can see the illustrations and hear the language.

Supporting students with multiple means of representation will support learners who learn best both visually and auditorally and supports Universal Design for Learning (Rose, D. 2002).

Using software such as Kurzweil https://www.kurzweiledu.com/k3000-firefly/overview.html the teacher can highlight key words and support student making connections to the concepts covered in the text. By providing a variety of tools to all students, teachers are modeling the expectation that all children can learn within the walls of the constructivist classroom. “The beliefs and expectations that teachers hold regarding disability impact the ways in which disabled students are positioned in the classroom”(Fosnot, 2005, L 3531).

Stop throughout to facilitate discussions in pairs of the types of courage described and use phrases such as, “We are going to expand our thinking”.

Think, Pair Share: Application of Knowledge with Feedback Have the students in partners and let them share a time with each others when they needed to use their courage. Share back some examples with the group. “Teachers who talk with children about a piece of literature or writing need to give children a chance to explore half formed ideas and to expand their understandings of their own writing or literature through hearing others’ interpretations” (Fosnot, 2005, L. 2237). This is application of the students’ new learning, where the student compares what they came into the discussion knowing about Courage and what they understand now.

Expression of Understanding: Students will have a choice here of how to express what they have learned about courage.

Writing: The students will now do their own reflection on what courage means to them and when has there been a time they used their courage. Emphasis using powerful words to describe their experiences. Offer students multiple means of expression to use their paper journal, the laptop or iPad to record their writing in a paper or digital form, and offer the use of speech to text if they need that support. An illustration of the writing is encouraged. “When children choose to write about their own interests, ideas, experiences, memories and knowledge, they are expressing their point of view about the world that they inhabit and their concepts about that world” (Fosnot, 2005, L. 2329).

Drama: Students form a small group to write a short skit and then perform it on courage and role play being brave. Students need the writing practice so like above, offer students multiple means of expression to use their paper journal, the laptop or iPad to record their writing in a digital form, again the use of speech to text if they need that support to get their ideas out.

“The teachers role, both in words and deed, must be to find as many ways as possible for students to express their points of view verbally and in their writing, to reveal themselves and their conceptions, to reflect on their conceptions, but also to enable children to grow intellectually and socially and emotionally” (Fosnot, 2006, L.2341).

Optional could be a post of the skit to the classroom blog or e-portfolio such as Freshgrade (https://www.freshgrade.com/) , to support the social construction of knowledge about courage and being brave. Reflection is a very important element in the constructivist lesson; the student needs to express what he has learned (Baviskar, 2009). Encourage students to read further about courage and bravery by providing various forms of literacy materials in the classroom.

Assessment:The goal of the lesson must be revisited when thinking about assessment. Assessment of learning is summative in nature and offers the teacher an opportunity to determine if the student has reached the goal in varying stages.A rubric such as this one from the Grade 2 performance standards for writing and expression can be used , see Appendix 1. Performance standards continue to be used within the new curriculum. Many teachers are exploring continuous assessment of learning are using e-portfolios, such as Freshgrade. Writing samples and other artifacts as well as video clips documenting student learning can be posted regularly giving parents access to their child’s progress. Freshgrade houses its data in Canada, therefore is in compliance with Freedom of Information Priivacy Protection Act (FIPPA).

In the second constructivist lesson, a content area of human anatomy is looked at by the diverse group of Grade 8 learners.

Lesson 2:Big Idea Goal: To explain how Human Vision works

BC Science 8 Curriculum Outcome: https://curriculum.gov.bc.ca/curriculum/science/8

Curricular Competencies:Demonstrate a sustained intellectual curiosity about a specific topic or problem of personal interest

Content/ Goal: The students are expected to know the ways of sensing light.

The students will demonstrate understanding about the anatomy of the eye, using a variety of methods to represent their learning(Research on constructivism and disabilities to support the lesson are in italic, as in the lesson preceding this)

Materials:

Activating Background Knowledge/ Anticipatory Set:

Have the goal displayed for learners. The goal of todays lesson to be able to explain in your own words how human vision works. Using a document camera or projecting the goal visually supports students with different learning styles. When the teacher has the understanding that each student can benefit from flexibility built into the learning environment offering clear goals and multiple pathways for reaching the goals, learning is improved for all (Rose, D. Mayer, A. 2006) The lesson plan was created in accordance with both new curriculum guidelines and student interest, as a classmate had a glass eye, and the students were curious about how the eye works.

The key to helping all students achieve is identifying and removing barriers from both our teaching methods and curriculum materials. Representing information in a variety of formats and materials supports this (Rose, 2002). Introduce the lesson by having students choose to get into a trio group and share for 2 min each what they know about the eye, and use sticky notes to record what they think they know about the topic. This activity activates prior knowledge (Baviskar, 2009) and supports recognition of what student already know (So, W. 2002) Use of the RAN organizer https://literacymalden.wikispaces.com/file/view/R_A_N_Strategy+Explained.pdf can help students organize their thoughts and wonderings. Prior discussion by Student X about his glass eye prompted this specific topic.

Science 8 Text Chapter 6 p. 200-215

Plastic model of the human eyeImage of the human eye with parts labeledhttp://www.m.webmd.com/eye-health/picture-of-the-eyesDiagram of the eyehttp://www.enchantedlearning.com/subjects/anatomy/eye/label/labeleye.GIF

http://www.sciencekids.co.nz/sciencefacts/humanbody/eyes.htmlFacts on the eyehttp://www.youtube.com/watch?v=RE1MvRmWg7I&feature=youtu.beAnatomy and Function of the Eyehttp://www.youtube.com/watch?v=TXFt1Ikl__I&feature=youtu.beHuman A&P: Anatomy of the EyeReal sheep eyes and tools for dissectionhttp://www.brainpop.com/health/bodysystems/eyes/preview.weml

Group discussion where common understandings are listed by the trios and may be recorded on chart paper along with the sticky notes. This will be the starting measure of determining the existing knowledge as a group about the anatomy of the eye. Knowledge is not a transferable commodity and communication not a conveyance. Children are not repositories for adult” knowledge”, but organisms which, like all of us, are constantly trying to make sense of, to understand their experience (Glasersfeld, E. 1983). The way we segment the flow of our experience and the way we relate the pieces we have isolated is, and necessarily remains a subjective matter. When we intend to stimulate and enhance a students learning, we cannot afford to forget that knowledge does not exist outside a persons mind (Fosnot, 2006, L.200).

For the demonstration/set, educator will offer 3 choices: Students move independently to the set of their choice.

1. A model of an eye is set at one station with the teacher, (teacher models/names the parts and functions) Supports students needing a hands on model and here the learner is introduced to specific terminology (Sunal, 1982).

2. Two brief videoclips of the eye are available on laptops Supports students who need visual representation (Rose, 2002).

3. A piece of text about the eye anatomy with visuals (Anatomy and Function of the Eye) (Supports more traditional learners who are strong text decoders to obtain their information)

Students are then encouraged to use a sticky note and add one more new fact about the anatomy of the eye to the charts.

This supports the framework of Renner (1982) where learners are provided with suitable expriences in order to determine for themselves what is to be learned. (Sunal, 2010).

Direct Instruction: Here the students discuss what they knew from the chart paperrecordings, and the new vocabulary. Teacher raises questions for students to ponder.The learner must be made aware of a difference between his or her prior knowledge and the new knowledge (Baviskar, 2009, p.544).

The teacher will demonstrate the dissection of a sheep eye.

Teacher explains the parts of the eye and how they work during the demonstration. A student will photograph and video the dissection to post to the blog. This will support a student needing more processing time to revisit the video as often as necessary. We need to offer “wait “ time for students and understand that disabled students are naturally active learners who learn in the way all humans do, and more time for them and multiple ways of expression of their learning supports them far better than pull out drill and practice programs (Fosnot, 2002)

Option 2: Students work in pairs or trios to dissect the sheep eye together, developing their understanding of the anatomy of the eye as they ask questions of each other. All

students are involved in this activity. See Science 8 (Sandner, 2006, p.212-213) for a student led dissection if enough are available.

Then the teacher will assume the role of mentor/facilitator and students will continue to develop their understanding of the anatomy of the eye through completing two of the four activities:

1. View the Brainpop video on the eye 2. Read Facts About the Eye 3. Read BC Science 8 Chapter 6 p.202-207 paper copy or on Kurzweil with speech

to text (Kurzweil 3000 is a software supporting text to speech for students needing decoding

https://www.kurzweiledu.com/about-kurzweil/who-we-help.html)4. Use the photos/videos from the dissection to explain the procedure in your own

words .

Guided Practice: Application of the new construct could be in the form of quizzes, presentations, group discussions, or other activities where the students compare their individual constructs with their cohorts ( Baviskar, 2009)

Students will complete one of each of the following set of activities:

1. Draw and label an illustration of the eye, with basic parts correctly named.2. Label parts on an existing illustration of an eye

3. Record a Voice Thread with Vocaroo (http://vocaroo.com/) and describe the parts of the eye

4. Build a rendition of an eye with various materials such as colored clay

Reflection:Students will select 2 of the parts and describe their function and how they relate to each other.

1. Write a paragraph on paper or on the laptop using MS Word, Google Docs or Kurzweil ( with word prediction and speech to text support)

2. Use visuals from the dissection photographs or other images of the eye from the Internet and create a Key Note or Explain Everything presentation with text and images to demonstrate your understanding

3. Create a podcast explaining your understanding of the eye to a friend

Student will post one of these to their e-portfolio, such as Freshgrade, for a sample of their understanding of the concept.

Constructivist lessons will provide the student with an opportunity to express what he or she has learned. Activities that are more metacognitive may include having the student explain the concept to another student (Baviskar, 2009).

Assessment:

Initial understanding of the anatomy and workings of the eye were assessed at the beginning of the lesson through discussion and this helped to guide the remainder of the lesson. Summative assessment will be the activities completed which demonstrate an understanding of eye anatomy and submission to the e-portfolio supports documentation of this learning.

I believe that utilizing the principles of Universal Design for Learning within a constructivist environment, while drawing on eliciting curriculum direction from the student interests will facilitate a positive learning environment for all students.

References

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Steed, Tony. The RAN organizer. Retrieved from https://literacymalden.wikispaces.com/file/view/R_A_N_Strategy+Explaine

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Waber, B. (2002). Courage. Boston: Houghton Mifflin.

Appendix 1: