Christy Dixon
Posted on 6/14/16 @ 9:23pm
Describe
Chapter 8 of
Slavin’s book, Educational Psychology:
Theory and Practice, is a continuation of a discussion of teaching
strategies that began in Chapter 7. In Chapter 7, Slavin discussed the direct instruction
teaching strategy. Chapter 8 discusses another type of instructional strategy;
It discusses the student-centered or constructivist approach to instruction.
With direct instruction,
the teacher gives the students the knowledge. However, with the constructivist
theories of learning, “students
must construct knowledge in their own minds.” Slavin R.E. (2012). Educators can
do this “by teaching in ways that make information meaningful and relevant to
students, by giving students the opportunity to discover or apply ideas
themselves, and by teaching students to be aware of and consciously use their
own strategies for learning.” Slavin R.E. (2012).
The constructivist
theory of instruction is primarily based on the theories of Piaget and Vygotsky
(mainly Vygotsky). There are four main principles that are derived from
Vygotsky’s ideas, that play an important role in constructivism. They are
social learning, the zone of proximal development, cognitive apprenticeship,
and mediated learning. Social learning is basically working with others. Zone
of proximal development is a concept where the work is right above or right
below a student’s ability level. (In other words, they could easily help
someone with the work, or they could easily complete the work with assistance.)
Cognitive apprenticeship is when the student learns from watching and working
with someone who has already mastered the skill; and mediated learning is another
way of saying scaffolding. All of these aspects of Vygotsky’s theories play a
major role in the constructivist approach of instruction.
The constructivist
strategy utilizes top-down processing. “The term top-down means that students
begin with complex problems to solve and then work out or discover the basic
skills required.” Slavin R.E. (2012).
The constructivist
methods are beneficial in many different subject areas. The book gives examples
of some of these constructivist methods in the content areas of Reading, ELA,
Science and Math.
In reading, teachers
could use reciprocal teaching, which
is when the teacher models the behavior she wants (such as creating questions
about the story) and then backs away and allows students to start doing it on
their own. Reading teachers could also try a method called questioning the author. In this method, students learn to read with
the author in mind. They learn to ask themselves questions like “What is the
author trying to say? What does he want us to know?” Slavin R.E. (2012).
ELA teachers can
use the writing process model. This
is where students help each other through the writing process. They brainstorm
together, discuss, edit and publish all with minimal help from the teacher.
Obviously, students must be proficient and completely understand the writing
process before this method would work.
Math teachers
could use a variety of different constructivist methods such as, Supporting
Ten-Structured Thinking (STST), Conceptually Based Instruction (CBI), Problem
Centered Mathematics Project (PCMP), and Cognitively Guided Instruction (CGI).
“In all four, students work together in small groups; teachers pose problems
and then circulate among groups to facilitate the discussion of strategies,
join students in asking questions about strategies they have proposed, and
occasionally offer alternative strategies when students appear to be stuck.”
Slavin R.E. (2012).
Science teachers
are well known for using constructivist methods in instruction. “In this subject, constructivism translates
into an emphasis on hands-on, investigative laboratory activities, identifying
misconceptions and using experimental approaches to correct these
misconceptions, cooperative learning, and teaching of metacognitive skills.”
Slavin R.E. (2012).
The research on
constructivist methods show that it is very effective; however, it must be well
balanced with direct instructional methods in order to deliver its full
potential. Teachers must also teach cooperative learning methods, as well as
problem solving and thinking skills to their students before driving into using
constructivist methods. It is important for students to be prepared to work
with their peers. They need to understand how to behave/react with other
classmates. They must also know how to solve problems and think critically in
order for constructivism to be effective in the classroom. It is the teachers
who are responsible for teaching these important skills to their students.
Analyze
This chapter was
very interesting to me. I found it to be very helpful because I have struggled with
incorporating student-centered activities within my own classroom. This chapter
provided me with great advice on how to better plan and prepare for the
incorporation of constructivist instruction. It listed many different methods
to try, in order to effectively perform these student-centered activities.
During our weekly group discussion,
one of my group members (Erin) made an excellent point. She said, "Teachers
might find that the majority of students are used to being spoon-fed
information; because of this, they have difficulty working in a student-centered
environment, and they frequently try to get the teacher’s help. To combat this,
teachers should actively teach problem solving and critical thinking skills to
their students. Slavin suggests creating a “culture of thinking” in the classroom
by teaching thinking skills daily (2012, p. 241)." This is very true! I
teach 4th grade and I have found that many of my students come to me expecting
me to give them the answers. It's hard work to break them of this habit, but it
can be done.
Another one of my
group members (India G.) also brought up a very valid point. She said "Sometimes
teachers who have been teaching a while do not like to accept current
educational ideas, because their ideas have worked years in the past. Stepping
away from things you have done for years to try new things they may not work is
frightening and makes you feel uncomfortable." Unfortunately, this too is
true. I have seen it for myself. It is very easy for teachers to get stuck
doing the same thing each year, because it is easy. However, it is worth the extra
time and effort to try new approaches.
Daphene C.(another discussion
group member) summed it up beautifully. She said, "Student-centered
instruction may not be appropriate for all lesson plans, but it is definitely
one that should be practiced and reinforced to encourage differentiated
instruction.". I completely agree with her statement. You can’t just teach
one way all the time. You have to mix it up. The book even said something about
needing a balance between direct instruction and constructivism, to truly have
an effective learning environment. This balance is what I strive for. I
hope to use these methods I have learned to provide the best learning
environment/instruction I can!
Reflect
How do you feel
about this concept?
I like the idea of
using the constructivist approach in the classroom. I agree with many of the
points that Slavin made in Chapter 8. I find that I use a combination of both
the direct approach and the constructivist approach when I teach. I personally
use direct approach more that the constructivist approach and it works well for
me. I have tried to do student-centered activities and group work, but each
time, I had many difficulties. My issues that I have with the constructivist
approach are due to the fact that my students are not prepared to work with
peers properly. I’ve had problems with groups being off task, peers arguing,
and laziness. Some of this is due to the maturity level of my students I teach.
However, I have come to learn that some of the problems I have with using the
constructivist approach is primarily my fault. I need to spend more time
teaching my students some of these methods mentioned in Chapter 8, so that they
will be able to effectively work with their peers.
What did you learn
about this concept that you did not know prior to its presentation?
I have learned a variety of methods
that I can use to better prepare my students for student-centered activities. I
learned a variety of different cooperative learning, problem solving, and
critical thinking methods that will be beneficial to my students. I plan on
teaching many of those next year. I also learned that groups need to have 2
main aspects to work properly. “First, some kind of recognition or small reward must
be provided to groups who do well, so that group members can see that it is in
their interest to help their groupmates learn. Second there must be individual
accountability. That is, the success of the group must depend on the individual
of all group members, not on a single group product.” Slavin, R.E. (2012).
How might you handle
a situation or activity differently based on this learned information?
With this new knowledge, I am excited
to integrate it in my classroom. I also plan on including many of the
cooperative learning methods as well as some of the problem solving strategies.
I think teaching these strategies will allow the groups in my class to work
more efficiently and productively.
In the past I
incorporated student-centered activities, but I did so with much difficulty.
Now with the methods that I have learned, I have a way of better preparing for
them. I used to do group activities with an attitude of “Oh dear, here we go! I
hope this works.” Now I look forward to trying these new methods with my
students and seeing the difference it makes.
Now that I am equipped with this knowledge of how to better preform
student-centered activities, I plan on doing just that! I look forward to next year
and I can’t wait to see the transformation it will make in my students’
learning.
How did this event
change or confirm your knowledge or beliefs about teaching?
This chapter has
confirmed my belief that the teacher is the one who holds the key! I (as the
teacher) am ultimately responsible for the effectiveness of the lesson/classroom.
I must approach my lessons with positivity, for it’s my attitude that sets the
tone for the day. I must continue to learn new/effective ways of presenting
information to my students. I must gain and keep the interest of my students by
planning and providing engaging lessons. I must take extra time to help my
students when they are struggling. I must do all I can, so that my students can
grow to their full potential.
Works Cited
Slavin, R.E. (2012) Educational
Psychology: Theory and practice (10th ed.) Boston, MA:
Pearson
Class Discussion Week 6
No comments:
Post a Comment