What is the major learning theory that influences my views about student learning?
Exploration, Inquiry and discovery: Students should
be life long learners. Constructivist Teachers present their discipline in a way that inspires and offers tools for students
to engage in exploration as they make connections as with the constructivist approach and expanding upon their previous knowledge
as taught by Vygotsky with scaffolding. The classroom should be interesting and inspiring to the learner. I will be discussing
a few valuable theories and the need for an intuitive well balanced teacher.
Along my path through the Educational Technology
Masters program I have read many excellent texts and articles which will ensure a collaborative potpourri to explain theories
and the role of a teacher. My teaching pedagogy has been greatly influenced by
these readings. Edu 511 was an excellent review in theory and pedagogy that helped me integrate the constructivist views.
One of my favorite texts was by Holmes and Gardner (2006) from Edu 545 which was a great assistance in guiding me in theory
and practice. Providing the best experiences for my students begins with an intuitive mind and continuous research on the
part of the teacher. While many theorists and colleagues have influenced my teaching, I believe that using informed common
sense is the best practice for our students. By this I mean that a teacher needs to know when to customize the lesson for
the students and always take into consideration the individual’s culture, cognitive ability, exposure, socio-economic
background, and life experiences. Even the most progressive theory needs to be adapted from time to time. The use of the constructivist
model is appropriate for every student at all levels, however “bridging” may be an integral element of this methodology.
(Bailey and Pransky 2005) In some cases “Bridging the gap” between dominate cultures is an important intuitive
adjustment. A teacher’s responsibility is to get to know their students in order to reach them personally and intellectually.
A constructivist teacher will find a way to connect the content to the learner, make it meaningful. Constructivism, where
the student is constructing meaning and creating their own learning processes and gives way to
Multiple Intelligences , a model where the learner can benefit from their
specific abilities or intelligences. Students can show strengths in a variety of areas know as multiple intelligences. Gardner
describes these intelligences as: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal (understanding
of others), intrapersonal (understanding of self), and naturalist (Snowman 2009).
My classroom
is student centered. With constructivism at the forefront of my lesson planning, blended with a few other influences, I create
lessons in which students use their inquiry skills and critical thinking to create original products. I spend much of my preparation time creating lessons that are overflowing with hands-on, use of visuals,
manipulatives, interactive discussions, acting out, real-life, reading passages and so many more components that stem from
the ideas of Multiple Intelligences. I firmly believe that all levels of children can benefit from curriculum that is enriched
with the Multiple Intelligences in mind. I display the constructivist approach by getting to know my students; each year as
I become familiar with their family life, extracurricular talents, and academic strengths.
When I design lessons I begin units with an interactive class discussion and activity. As I observe the students I
can gauge their understanding of the material, and adapt my lesson if necessary. By showing respect for my students and praising
them for their progress they feel safe and want to learn. See an example in Appendix V, student survey given at the beginning
of the school year as a head start to getting to know my students.
From the
beginning of my teaching career 12 years ago I have looked to the standards for what to teach and Howard Gardner for how to
teach it and to my students for how they would like to present their findings to their classmates. I have seen 11-13 year old children year get so excited about having the opportunity to share their culminating
project in the way they choose, it is beautiful and inspiring. I have such a passion for science and teaching I look for everything
possible to get the students excited too! You have to speak their language. I keep a close eye on pop culture, fun advertisements,
and the latest electronics for inspiration on presentations ideas.
The developmental theories of Vygotsky, Erickson,
and Piaget can provide a strong psychological outlook into the classroom. The knowledge of each proposed state of development,
as mentioned in text Curriculum and Aims (Walker and Soltis pg 13-26) is obviously useful in effective teaching. Vygotsky
scaffolding instruction is a teaching strategy which originates from his concept of the zone of proximal development (ZPD). “The zone of proximal development is the distance between what children can
do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000,
p.176). This is a student centered which theory provides a customized teaching approach based on each learners’ ZPD.
Erickson’s psychosocial development which designates specific development stages to each age group is helpful in understanding
the needs of students (Snowman pg 27) For example 7th grade students are in the Identity versus role confusion
stage where it is helpful to state clear expectations, model behavior expected from the students, and praise students when
they do reach target behaviors. For an example of my clear expectations see Appendix c. Piaget’s stages
of cognitive development which explains how students synthesis and organize at the middle school level is helpful to me as
a science teacher. I provide many hands on inquiry based activities to provide the students with experiences to learn (Snowman
pg 36-39) For examples of hands on activities see Appendix E. These theories all aid in the understanding of our students. Creating lessons based on the knowledge
of cognitive stages is advantageous to our learners. If a teacher keeps in mind how his/her students think and learn the material
can be presented in a learner specific manner. A good teacher will be able to use the applicable material from his/her research
to create a better environment for her/his students. For example, Erickson’s information on identity and personality
development is an important consideration in my 7th grade science classes when I am choosing cooperative groups. This psychological background creates a basis
for teachers to form realistic expectations. Lessons and rubrics will display appropriate grade level methods. For example
7th grade chemistry will take part in, the carefully monitored kitchen chemistry with simple lab tools, where high
school students may use more complicated chemicals and tools in the laboratory. The vocabulary your class level will also
accommodate for the ability of your students.
Vygotsky’s scaffolding and teacher facilitation
focus is all applicable in my science laboratory, I use this everyday. Students in my classroom are at different levels of
proximal development (ZPD) and required different amounts of assistance to reach the intended goal. Based on their work, I
will see in class that some of the students will need additional tutoring. As the teacher I am careful to interact with the
students as a facilitator rather than just give answers.
This approach helps me prepare the students to be
critical thinkers, and be able to organize their perceptions of the world using scientific evidence for their explanations.
Science concepts can be challenging for young minds. As the students share their thoughts I find a way to connect them to
our topic or lead them to the correct answers to avoid any uncomfortable feelings.
Students learn through experience in my class room
when I pose an essential question and give them the tools to discover the answer. I practice a version of Rousseau’s
free learning; however contrary to Rousseau I do give some guidance when needed. As a teacher in the 21st century,
I agree with Walker and Soltis (2004) that Dewey’s “Learning by doing”, and making experiences meaningful
to the students” is a vital approach in a successful classroom. In my science
laboratory the students participate in many hands on activities and real life situations. The projects I assign are examples
of students contributing their knowledge in a meaningful and active approach. For
examples of 7th grade Earth science student work created via their own research and peer collaboration see Appendix M, N, and O for evidence of my understanding of the constructivist curriculum.
What are the relative roles of the teacher, the
student, and the classroom environment in learning?
Personally, I have taught my students conceptual
physical and chemistry in earth science for the past eleven years and after approaching a lesson in many different ways I
know the students have a high level of understanding when they teach the lesson back to the class in their culminating project;
this observation supports the constructivist theory as students connect the current science concepts to real life situations.
My role is to assure that my students are successful and acquire a love of learning. As I mentioned in the introduction; I
have collaborated many ideals and aims from a variety of accomplished educators and philosophers that help me to teach effectively.
I am a life long learner; I am excited about science and new personal discoveries. I agree with Walker and Soltis (2004) that
a teacher’s goal should be, teaching children to think effectively, to communicate thought , to make relevant judgments,
and to discriminate among values (pg 30) . I learned to ask some essential questions of myself as I reflected in Edu 570.
The most simple, but powerful question,” What really matters?” as stated by Dr. Bouley. When we make important decisions as educators whether it is in regards to students or parents I have learned
to always take a moment to step back and think.
Multiple
Intelligences is the opposite of Teacher Centered as stated by Ellis (1998) where the teacher is doing all of the talking
and the children passively listen. I agree with Ellis that the emphasis on knowing that (facts) instead of knowing how to
do things and how to apply knowledge gained is an important part of the student-centered classroom (pg 105). I always tell
my students I do not want them to memorize the lesson, but to show me what they know! My aim is to create student-centered
experiences.
I have utilized
technology as a research tool as well as collaboration opportunities. Edu 577 was an inspirational class which helped me in
furthering my use of technology in my lessons. The Holmes and Gardner’s text, although small in size, opened many doors
throughout the world with its interactive Web boxes. The new e-learning I experienced help to enrich my curriculum and make
it more relevant to today’s students. Technology integration gives students an innovative method to learn and express
their learning. Students discover how to research, create presentations and share their information in a meaningful way. All
students are given customized tools to accommodate how they best learn. All students should feel equal in the classroom. When
students understand that there is more than one way to solve problems as with performing labs in my class, they will further
refine their individual conceptions (Bailey & Pransky 2005)
In closing
I feel that the constructivist approach is the most beneficial for our life long learners. The student centered approach can
be utilized for cultural awareness as the students learn to accept ideas from their classmates, facilitate a desire to learn,
and display how to be a constructive part of a community. Students learn to think critically, be inquisitive, and solve problems
in a constructivist classroom.
In totality my goal as an educator is, as Walker
and Soltis (2004) put it, to make my practice intelligent, sensitive, responsible and moral.
Teach from the heart!
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