Constructionist Learning Activities

We are studying the constructionist learning theory this week and I find myself identifying more with this theory than the others. The constructionist theory explains people make meaning and learn at a higher level when they create something as they are learning and from their learning. Through this creating, building or constructing, learners make sense of new information by discovering how it fits into what they already understand or their schema.

In the center contract activities my students do, constructionist activities are often already built in. After selecting a topic of study, my students learn about the subject by completing various activities including participating in online simulations, building structures with Legos, and writing and sharing speeches to name a few. During center time, I circulate throughout the room, guiding students in their learning and progress through activities.

This week’s learning resources presented many instructional strategies that also correlate with the principles of constructionist learning theories. The strategies and new information on learning and constructionist theory made me think about some of the basic technology tools in a new way. My students enjoy creating PowerPoint presentations and documents using Microsoft Word to show their learning, in fact for open-ended assignments such as “choose a way to show your learning”, they usually choose one of these. Although these tools result in informative, creative products, I have not fully appreciated their value until now. These basic tools provide a format for students to integrate text, graphics, and even sound to personalize their learning, make sense of information, and even think at a higher level through synthesis. Although there are other tools that enable students to create products that use technology in a more complex manner such as web pages or podcasts, PowerPoint presentations and products using word processing programs still have relevant applications as constructionist based learning  activities.

Project learning activities seem to encompass the best of all worlds. They encourage critical thinking and collaboration while involving students in real world activities. As students create their projects they are not only increasing their understanding of the topics, they are engaging in and developing important 21^st century skills. Another advantage is the possible extension of collaboration and guidance beyond the classroom. Since students are working on real world activities, they can utilize professionals as resources to guide them in their work, offer feedback and even assessment. Students can continue to revise their projects, adding to their understanding with this guidance.

I had not thought of the importance of providing opportunities for making hypotheses and drawing conclusions beyond science lab activities, however technology tools such as programs for spreadsheets and data collections enable students to spend their time analyzing real information from any content area. Students develop a stronger understanding and make sense out of information through accommodation or assimilation as they develop and explain hypotheses and then analyze the actual data. As students create and provide support for their hypotheses their product is their prediction. When they collect data and draw conclusions (and possibly develop further questions) they are building meaning through their analysis of information.

Although some of the center contract activities my students do incorporate simulations, I have discovered some new ones through this week’s resources like NOVA Building Big which will enhance the Structural Engineering center and Practicing with a Catapult which will bring the study of physics to life. These simulations give students the opportunity to experience these concepts through construction, trial and error and revision. The advantage to simulations is that students have the ability to virtually build or create products they may not be able to due to space or financial restrictions. As students build (and revise) artifacts using technology programs they gain a deeper understanding of the concepts they are studying. I will be actively looking for more of these learning activities to incorporate.

Constructionist theory emphasizes the importance of learners building meaning and understanding through the creation of a product. The activities in this week’s resources provide examples of many possible technology applications supporting this theory that I am excited to implement this next school year.