WebQuests that can be found on the internet, are one example of this type of learning method that supports constuctionist theory. Students work in small groups to "solve a problem" of some sort. They are given a task, or problem, and a rubric that needs to be followed while they are going through the process. "WebQuests follow a recommended design structure which includes an introduction, a task, a process for accomplishing the task, web resources, an evaluation rubric, and a conclusion" (Orey, 2001, p. 3). There are Quests for all subjects and grade levels provided and many are quite amazing.
For the process of generating and testing hypothesis specifically, spreadsheets are suggested as a way to allow students to manipulate data quickly to check for results. Often there are so many calculations that need to be done that the hypotheses gets lost along the way. Using technology to speed up the process allow the student to focuss on the goal. There are also wonderful Web resources that allows students to make predictions (hypotheses) and then test out specific pieces of that prediction without having to do the calculations. They "allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 212).
Although time allotted for educators to plan and collaborate together is a premium, thus making it difficult to incorporate this type of learning into the classroom, the outcomes for student learning is wonderful.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Kimberly:
ReplyDeleteI agree that spreadsheets can be a great tool to use with students to help them interpret and understand various types of statistics and data. I sometimes wonder however if they are really "getting it" or if we teachers just feel like they are accomplishing something because they can make neat graphs, etc. What do you think would be a good way to determine if students truly understand the content when doing this type of project? Or, is the constructing of the spreadsheet and graphs enough of an assessment?
Kimberley,
ReplyDeleteYou make an excellent point that in today's society we need students to be able to think critically and delve deeper into the concepts. At most, right now, we are teaching students to learn information long enough for assessment purposes and then purge the information. This does not encourage anything close to critical thinking skills.
Do you think you will try to incorporate more WebQuests in your class after learning more about them? I know we talked about this briefly in our discussion postings this week.
I do not use any spreadsheets with my students, they are in second grade, but I do see the value in using them so that students have more opportunities to "manipulate" the data instead of inputting the information.
It is important to use technology, as a search engine, whenever possible to make the most of all the tasks associated with teaching. Why reinvent the wheel if something excellent is already out there that you can use!
Amy:
ReplyDeleteI agree that second grade students are perhaps too young to begin using spreadsheets effectively. However, there is a nice free online tool for graphing information that you might try with your students. It is called Create a Graph and it is located here:
http://nces.ed.gov/nceskids/createAgraph/default.aspx
It is pretty simple and might be a useful tool for your students. I've used it before and it works pretty well.
Kimberly-
ReplyDeleteKimberly-
I agree that students need to go deeper in their understanding; however, it seems like due to the “No Child Left Behind Act”, there is no time for project –based, constructivist learning. With the development of the national and state standards, so many teachers are focused on ‘getting through the standards to pass the state test’ that they rush through the content. I think that it is more important to really grasp the ‘big ideas’ by allowing time for more constructivist activities. Students need to build artifacts and create projects so that they have the opportunity to research and work through problems. Learning has become too organized based on time rather than student understanding.
Chris,
ReplyDeleteThanks for the website on graphs. We do cover graphs in second grade so this may definitely come in handy!
Christopher, if we ask our students to compare and contrast the graphs or charts that they make, or explain what the graphs mean to their data, then we can see whether or not they understand the true implications of the data itself. Once again, it would depend on what the goal of the activity was, and whether plotting the graphs by hand was important or not. Great questions!
ReplyDeleteErin, as you will see from my posts, I completely agree with you about the fact that our current educational system does not value the types of skills that project-based learning provides. Our standardized tests do not test in this way, and therefore, more information and less depth has become what is necessary - even though it is not what is best for the students.
ReplyDelete