Didactic Versus Constructivist Learning

For my learning and teaching, I must say I prefer constructivist learning and teaching. It allows students to get involved to a greater extent and gives them a greater choice in, and control of, their learning. Having the students work in teams, pick different ways to solve problems, and utilize various forms of media and IT is a beneficial and interactive approach to education that is more engaging and rewarding than the straightforward lecture approach of direct instruction. However, there are times when some lecture is necessary, such as a subject like math where steps, formulas, etc., need to be explained in detail before students will be able to work on their own. And even with most constructivist learning projects, it’s a good idea to have a mini-lecture beforehand just to explain the purpose of the project so the students know what to do, what’s expected of them, and so on.

It’s best to find a good mix between the two. Too many constructivist activities and students may lose focus, not have enough guidance, et cetera; too much of a didactic approach and students might become bored and disinterested. A good balance of the two, which keeps students centered, interested, and motivated, is what all teachers should strive to employ in their classrooms.

Chapter Two, “An Overview of IT-Assisted PBL,”  further explains the benefits of constructivist learning in that it increases opportunities for students to use IT applications. Instead of just answering questions on worksheets, students use software to create projects; in doing so, they able to be creative and further sharpen their computer skills. CH2 also proposes that a lot of instruction is not necessary on how to use the software, either, as students (and teachers) tend to learn through doing. I would definitely agree with that. Certainly problem based learning and constructivist activities are better for learning IT and software applications because they are much more hands-on. I also really like what Ch2 says about how the teacher should be more of a guide than a sage and how the teacher is also a learner, too, in constructivist instruction. For me as a teacher that style is very appealing in many ways, mostly because it makes me as a teacher feel like I’m part of the class instead of the one in charge of it. To me, constructivist learning is the way to go because it is much more involving and motivating, not just for students, but for teachers too.

Drought Project

A project based activity I can remember from elementary school was one where my fifth grade social studies class compiled a special issue of the student newspaper dedicated to the drought our area was undergoing. We worked as a team to discuss what a drought is, its effects on the environment, and water conservation. My friend and I were chosen to investigate ways to conserve water, and we talked to our science teacher, our parents, and the local chapter of Greenpeace about ways to use less water in our daily routines. Some of the things we learned have actually stayed with me to this day, such not leaving the sink running while brushing your teeth, taking shorter showers, etc. It was actually very informative learning about how much water we consume; it made me think of being careful about not using so much, even in non-draught conditions, because there is only so much of it on the planet.

The final edition of the newspaper was very interesting and had a lot of people talking. I think a project like this is a good idea because it deals with an important and relevant issue everybody can relate to; water effects us all in one way or another. The fact that I can even remember it to this day proves that it was certainly a worthwhile and educational activity. The only problem I can remember having with it was that we had compiled so much information that it was hard to edit everything down for a final article. I recall there being some arguments between people as to what information should go into the final copy of the newspaper, but I guess those sorts of confrontations are natural.

Perhaps something like this could be done now in a South Texas classroom since we are experiencing drought conditions. I think the current draught has made me think back to this project.

I would say the project met the ten goals of Problem Based Learning in the following ways:

1. Developing content area expertise: Researching, discussing, writing about and compiling information gave us a greater understanding of the content

2. Improve research skills: We got to practice and put into action the information we compiled

3. Improve higher-order thinking skills: The project required us to think about solutions to the problem

4. Learning how to do a project: We learned about teamwork, editing, and how to put togther a project containing a lot of information

5. Learning to use IT: This was before computers were as widespread. We didn’t use IT. Certainly a similar project nowadays would.

6. Conducting self- and peer-assessment: We gave each other feedback but didn’t really assess each other formally. As a teacher I might give students self-assessment rubrics.

7.  Developing a portfolio: I didn’t use the project in any type of portfolio; my school didn’t really have such things as portfolios, though this sort of project certainly would look good in one.

8. Asssuming personal responsibility: I remember us all being intrinsically motivated and enthusiastic about the project. As a teacher that’s what you’d want from your students. If they weren’t motivated or were disruptive, you’d have to find ways to motivate them.

9. Being part of a community of scholars: I remember the entire class, school, and parents being very active and engaged in the project; obviously, that’s what you’d want as a teacher or student. I think this goes back to number 8, if people are motivated, their positive attitude will foster this sort of environment.

10. Working on important ideas: The project definitely focused on an important and relevant issue that affected all of us. I believe any good project based learning activity should.

Project Based Learning

Project based learning is a good way to involve students in their education. It’s hands-on and much more exciting than simply filling in worksheets or listening to a teacher lecture. Having students form “Project Task Teams” effectively involves the students further in PBL than just having them work on it individually. These teams foster teamwork, cooperation, brainstorming, and the sharing of ideas, which are all skills students will require regardless of whatever occupation they enter. In addition, many studies have proven that students tend to learn better when working in teams. So, I would definitely conclude that working in teams to solve a given problem or work on a multi-faceted project is an important activity that should be utilized in the classroom and would point to all aforementioned reasons stated if its effectiveness were questioned.