Reflection #5

Description:

The reading this week in EDAT 6115 focused on student-centered and constructivist approaches to classroom instruction.  It is vital that educators understand the concepts of the constructivist view of learning and how to incorporate various methods that support this way of teaching.  It includes cooperative learning and promoting problem-solving and critical thinking.   

Analysis:

The constructivist theory, which is based on much of the work by Piaget and Vygotsky, views students as individual learners who must assemble knowledge on their own.  Students hold an active role in their learning and are continually discovering and altering complicated information and making it their own.  Because students play such an active role in this type of learning, it is also described as student-centered instruction.  It is also believed that learning is a social experience, and students are more successful when they interact with adults and capable peers.   (Slavin, 2018).  Slavin (2018) continues to explain that it is vital for students to learn within their zone of proximal development, using cognitive apprenticeship and mediated learning. 

Constructivist or student-centered learning emphasizes the use of top-down instruction, which provides students with more difficult problems and encourages them to discover the necessary skills needed to solve the problem.  It also encourages students to talk and interact with one another, so discovery and comprehension of complex concepts will be easier (Slavin, 2018).  Slavin (2018) suggests a variety of evaluated cooperative learning methods that could be used in a classroom setting, which include Student Teams, Jigsaw, Peer-Assisted Learning Strategies, and Informal Learning Structures.   It has been found that for cooperative learning to be productive, teachers need to make sure that there is some recognition for the groups that are successful in meeting group goals, and there also needs to be individual accountability.  Teachers also need to make sure to provide a structured environment where behavior expectations and communication skills are explicitly taught.  When cooperative learning is organized and managed in this manner, more learning will take place, and self-esteem and attitudes about school will improve (Slavin, 2018).

Slavin (2018) states that students can be taught various ways to solve problems they encounter, but it requires practice with distinct problems that necessitate thought.  Graphical representations, like diagrams, outlines, and flowcharts, can be provided to summarize and support finding solutions (Slavin, 2018).  Slavin (2018) suggest that because the problems that students will encounter in real life are not always so cut and dry like the problems they may experience in school, teachers need to teach students how to creatively solve their problems.  It is important to remember that there should be an incubation period to escape rushing to just any solution.  Students need to be encouraged to think through their varying solutions before deciding on the best one.  The environment that students are in should be one that is relaxed and fun and accepting of all ideas.  It is also vital that teachers provide students with problems that engage and excite them.  It builds motivation if they can solve a problem that they are interested in or mean something to them (Slavin, 2018).

Critical thinking is also an area where the student needs guidance and instruction.  “One key objective of schooling is enhancing students’ abilities to think critically and make rational decisions about what to do or what to believe” (Slavin, 2018, p.208).  Critical thinking entails practice and an accepting environment where students are thinking about familiar topics.  Students are encouraged to “question what they hear and to examine their own thinking for logical inconsistencies or fallacies” (Slavin 2018, p.209).

Reflection:

Reading about the constructivist theory brought me back to the years I spent studying for my undergraduate degree.  Most of the course work I completed and participated in was based on the constructivist theory.  I have tried to keep and use many constructivist approaches throughout the years I have taught.  Rereading the content this week has confirmed for me that many of those approaches I incorporate in my classroom are beneficial for students.  I find science one of the most natural subjects for me to include constructivist methods. Students enjoy working together to learn about force and motion by using their combined knowledge to build their own roller coasters.  Slavin (2018) suggests that using “hands-on, investigation laboratory activities” and providing cooperative learning experiences to identify misconceptions correlate with the constructivist approach (p.197). 

This week’s reading has sparked the question, “What more can I do to provide even more student-centered instruction to my students?”  I think I can do a better job at including more opportunities for my students to think critically.  Many times, I feel I am guilty of “thinking” for my students instead of giving them the chance to practice this essential skill.  Just because they are young learners does not mean that they are not capable.  Slavin (2018) suggests students give “reasons for opinions rather than only giving correct answers” (p.208).   I can easily begin to utilize this strategy to support students and encourage them to think for themselves instead of doing it for them.

Incorporating student-centered instruction is not always the easiest way for a teacher to teach.  It has its challenges, which might lead a teacher into not wanting to use many of the constructivist methods.  Instead of focusing on the benefits it provides for students, they may focus on the extra things that they may have to do or teach for students to be successful in a student-centered classroom. Teachers may also have a hard time not being in control of student learning for fear of errors happening and time being wasted (Slavin, 2018).  It makes me sad to think that some of my colleagues may think more about what’s best for themselves, then what’s best for the students in their classroom. 

One thing I learned about constructivist learning that I did not know before its presentation was the Student Teams-Achievement Divisions (STAD) method of cooperative learning.  I like how this method encourages peer interaction with peers making sure that all members of the team have mastered the lesson.  Students strive to score higher than their previous scores and teams that work together and meet the required criteria will be rewarded (Slavin, 2018).  I am excited to share this information with 2^nd-5^th-grade teachers at my school.

Reference:

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.