Real Life Classroom |
Here's a short video clip explaining how a constructivist view (Vygotsky's Zone of Proximal Development) has helped sight-impaired students learn about what an elephant is through reasoning and discussion with the teacher.
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To learn about simple machines, students worked in groups to create Rube Goldberg Machines. The goal of these machines is to complete a simple task in a complex way. For example, the students above used a combination of simple machines to turn on a light. The process took about two weeks with lots of trial and error to make sure that their machine would work consistently and was not just a fluke. Students needed to collaborate with each other to troubleshoot where they needed to make adjustments and which parts to add or remove to ensure that their machine would work successfully.
If students aren't able to make one physically due to space limitations, there are several online games and apps they could play that are inspired by Rube Goldberg Machines! Click below to try some out! http://www.engineering.com/GamesPuzzles/DynamicSystems.aspx (Free) https://www.rubegoldberg.com/education/rube-works-game/ ($2.99 in the App Store for iOS) Simple Machines game for Primary Grades: https://www.msichicago.org/play/simplemachines/ (Flash required) This video demonstrates how constructivism can be adopted in the classroom, using the example of the concept of gravity. Instead of regurgitating facts, the teacher employs activities to actively engage students so they can make meaningful connections with the content. Students get a glimpse into scientific inquiry by drawing conclusions by observing facts for themselves and through interaction with classmates, as opposed to accepting information simply being transmitted to them.
The above video was created by one of my students for a project we did on climate change and sustainability. Students were asked to create and design their own eco-friendly homes using any method of their choice (Minecraft, Roblox, physical diorama, blueprint, online home designer programs, etc.). They had to research about home layouts and also various eco-friendly products that would make their home more sustainable. I also challenged them to either invent their own product or find one that is still in the development phase that helps the environment and is greatly needed. Some students who created their homes in Minecraft even took it a step further and used their knowledge from our previous energy sources unit to create a home that was powered by its own energy source! When their project was finished, they needed to give me a tour of their designed home and list their eco-friendly items and why those particular items were better for the environment.
In this example students are asked to provide feedback for a butterfly drawing done by a first grade student named Austin. With some teacher prompting, students of various grades are able to give constructive and informative feedback that helps Austin create a butterfly drawing that is closer to the reference picture. Using the feedback, Austin draws new drafts of the butterfly and after multiple rounds of feedback, he completes a drawing that closely resembles the reference picture.
Through teacher prompting, students are experiencing and learning how to give effective feedback that would help their peers improve on their work. I did a Genius Hour project with my class of grade 5/6s. My students had the opportunity to complete an inquiry-based project based on a topic of their interest. Every Friday, they had (about) an hour to explore on a passion, construct new knowledge through research or collaboration with peers/teacher, and create a presentation (on a poster, a movie, PPT, a play) to share with the class at the end. Students could choose to work independently or with a partner. They could use resources from the library, the Internet, or interviews with experts. My primary role was mainly a facilitator who guided students by asking them questions that would lead them to develop their own conclusions on their topics. Reflection: What I loved about this activity was that students were able to control their own learning process which made them experts of their own learning. Students were able to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. At the end, students felt satisfied with their learning growth and felt proud of their own achievement. |
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