These 2 books on constructivism are online and can be accessed through Webster's library catalog.
Brooks, J. G. (1999). In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development. Retrieved January 29, 2009 from http://www.netlibrary.com.library3.webster.edu/Details.aspx
Oldfather, P., West, J., White, J., & Wilmarth, J. (1999). Learning through children's eyes: Social constructivism and the desire to learn. American Psychological Association. Retrieved January 29, 2009, doi:10.1037/10328-000
Thursday, January 29, 2009
Wednesday, January 28, 2009
Reflection on blog resources
The blog that I mentioned in the previous post led me on interesting journey. This always happens when I look for information on the internet - I start clicking links and following paths and then I am far away from where I started. When I was reading this blog posting about constructivism, I clicked on the author's problem-based overview link which led me to an article Overview of problem-based learning: Definitions and distinctions. The article presented a brief history of problem-based learning - I didn't know that it started as an instructional approach in medical schools to help improve physicians' clinical problem solving skills. As I was read further, I came across the statement "The goals of PBL are both knowledge-based and process-based" which immediately brought to mind the Show-Me Standards. The article also compared and contrasted PBL to project-based learning and inquiry-based learning. I found this very interesting because often all 3 are grouped together making it seem that they are the same approach.
Another interesting thing I learned from my journey is that this article is in The Interdisciplinary Journal of Problem-based Learning which is a publication from Purdue University that began in 2006. There have been four issues of this publication and they are online. All of the articles can be accessed as pdf files at http://docs.lib.purdue.edu/ijpbl/. Naturally I had to access all the issues and view the tables of contents and check out the articles. I plan on coming back to this resource later.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning 1(1), 9-20. Retrieved January 27, 2009 from http://docs.lib.purdue.edu/ijpbl/vol1/iss1/3/
Another interesting thing I learned from my journey is that this article is in The Interdisciplinary Journal of Problem-based Learning which is a publication from Purdue University that began in 2006. There have been four issues of this publication and they are online. All of the articles can be accessed as pdf files at http://docs.lib.purdue.edu/ijpbl/. Naturally I had to access all the issues and view the tables of contents and check out the articles. I plan on coming back to this resource later.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning 1(1), 9-20. Retrieved January 27, 2009 from http://docs.lib.purdue.edu/ijpbl/vol1/iss1/3/
Resource - An Educational Technology blog
I found this blog written by an assistant professor in instructional technology at Utah State University as I was researching. This particular posting is from 2007 but he is still posting on his blog as of December. It seems constructivism and problem-based learning can definitely cause some controversy.
Holton, D. (2007, March 2). Problem-based learning, constructivism, and inquiry learning a failure? Message posted to http://edtechdev.blogspot.com/2007/03/problem-based-learning-constructivism.html
Holton, D. (2007, March 2). Problem-based learning, constructivism, and inquiry learning a failure? Message posted to http://edtechdev.blogspot.com/2007/03/problem-based-learning-constructivism.html
Tuesday, January 27, 2009
Resources - Problem-based learning
Here are two more books for teachers interested in implementing problem-based learning.
The first one is by the same author that I mentioned in my previous resource post on problem-based learning and it is available at Webster's St. Louis campus library.
Lambros, A. (2002). Problem-based learning in K-8 classrooms: A teacher's guide to implementation. Thousand Oaks, CA: Corwin Press.
This second book is another resource with practical suggestions and sample problems. It also has a chapter on integrating e-learning technology.
Uden, L. & Beaumont, C. (2005). Technology & problem-based learning. Hershey, PA: Information Science Publishing.
The first one is by the same author that I mentioned in my previous resource post on problem-based learning and it is available at Webster's St. Louis campus library.
Lambros, A. (2002). Problem-based learning in K-8 classrooms: A teacher's guide to implementation. Thousand Oaks, CA: Corwin Press.
This second book is another resource with practical suggestions and sample problems. It also has a chapter on integrating e-learning technology.
Uden, L. & Beaumont, C. (2005). Technology & problem-based learning. Hershey, PA: Information Science Publishing.
Monday, January 26, 2009
Reflection
While I was researching for our chapter section last week (and getting very frustrated), I accessed a graduate student's paper on essentialism. A statement that she quoted from Philosophical Foundations of Education (1992) really caught my attention - "philosophy does not appeal to some people because it provides no clear-cut answers to pressing problems." No wonder I was having so much difficulty with our section on essentialism vs. humanism. I thought it was just because it has been a really, really long time since I've studied philosophy. After reading that quote I thought "that's me" - I like clear-cut answers and avoid disagreement. At least the quote made me feel better about not relating to essentialism.
Ersek, V. (2008). Essentialism. Retrieved January 20, 2009, from http://pangea.tec.selu.edu/~versek/Essentialism Paper.pdf
Ersek, V. (2008). Essentialism. Retrieved January 20, 2009, from http://pangea.tec.selu.edu/~versek/Essentialism Paper.pdf
Resource - Problem-based learning
I found this resource in the professional development collection in my library. It's a teacher-friendly book on problem-based learning for middle and high school teachers. It gives practical tips for developing problems for classrooms and includes ready to use sample problems and assessments.
Lambros, A. (2004). Problem-based learning in middle and high school classrooms: A teacher's guide to implementation. Thousand Oaks, CA: Corwin Press.
Lambros, A. (2004). Problem-based learning in middle and high school classrooms: A teacher's guide to implementation. Thousand Oaks, CA: Corwin Press.
Sunday, January 25, 2009
Resource - Is All Constructivism Equal?
The article The Many Faces of Constructivism explains that constructivist classrooms invite different constructivist responses and approaches for students. Constructivism is a toolbox for problems of learning. I found the author's analogy very interesting - he proposes looking at constructivism like a Swiss army knife with various blades for various needs. That definitely made me visualize constructivism in a new way!
Perkins, D. (1999, November). The many faces of constructivism. Educational Leadership, 57(3), 6-11. Retrieved January 24, 2009, from Academic Search Premier database.
Perkins, D. (1999, November). The many faces of constructivism. Educational Leadership, 57(3), 6-11. Retrieved January 24, 2009, from Academic Search Premier database.
Thursday, January 22, 2009
Resource - Questioning strategies
As I was reading the article on constructivism and literature in my previous post I remembered a book on questioning that a fellow teacher had recommended - Learning to Question to Wonder to Learn by Jamie McKenzie. It's an excellent resource on learning and teaching questioning to guide high level responses from students. More information about the book can be found at http://fno.org/qwl/qwl.html.
McKenzie, J. (2005) Learning to question to wonder to learn. Bellingham: FNO Press.
McKenzie, J. (2005) Learning to question to wonder to learn. Bellingham: FNO Press.
Monday, January 19, 2009
Resource - Constructivism and Teaching Literature
This article is very helpful for language arts teachers who want to incorporate constructivism by having their students do more talking and thinking about the literature they read. It is based on the "Questioning the Author" approach.
McKeown, M. G., & Beck, I. L. (1999, November). Getting the discussion started. Educational Leadership 57 (3). Retrieved January 17, 2009 from http://www/ascd.org
McKeown, M. G., & Beck, I. L. (1999, November). Getting the discussion started. Educational Leadership 57 (3). Retrieved January 17, 2009 from http://www/ascd.org
Friday, January 16, 2009
Resource Log 1
I came across the Speak Up program as I was searching for resources on President-Elect Obama's inauguration for the 8th grade social studies teacher. Speak Up seems to really tie in with constructivism because the students participate in a real-world experience that leads to further discussion, collaboration and authentic activities. Every year students are given a chance to share their viewpoints on key educational issues through an online survey. This year there is a special inauguration mini-survey that is open through Jan. 20th where students give their ideas to President-Elect Obama for improving education. The question they respond to is "Imagine you are the President of the United States and your #1 education goal is to make sure every student is prepared for the jobs and careers of the future. What is the one thing you would do to improve schools to ensure that all students receive the education and skills they need to be successful in life?"
There will be a Congressional briefing on Capitol Hill to release the findings on March 24. The survey results are also compiled and school districts can then access their local data.
What a great opportunity for students to have their voices heard. I can definitely see this as a starting point for further discussions on education, government and even careers. Our 8th graders have just completed a research project on careers in preparation for a Career Day at the end of the month. I can also see students preparing questions to ask the presenters about the education and skills to be successful in their careers. Do they feel the schools are preparing students to be successful in their field?
To me this website is a great way to begin a learning activity that combines constructivism and technology.
Speak Up. Retrieved January 15, 2009, from http://www.tomorrow.org/speakup/
There will be a Congressional briefing on Capitol Hill to release the findings on March 24. The survey results are also compiled and school districts can then access their local data.
What a great opportunity for students to have their voices heard. I can definitely see this as a starting point for further discussions on education, government and even careers. Our 8th graders have just completed a research project on careers in preparation for a Career Day at the end of the month. I can also see students preparing questions to ask the presenters about the education and skills to be successful in their careers. Do they feel the schools are preparing students to be successful in their field?
To me this website is a great way to begin a learning activity that combines constructivism and technology.
Speak Up. Retrieved January 15, 2009, from http://www.tomorrow.org/speakup/
Discussion Week 1
What is your reaction to this course overview?
My first reaction was "Wow!" This isn't exactly what I expected but I'm very intrigued with the idea of using the Web 2.0 tools in an online class. I'm comfortable with a blog and I've had a little experience with GoogleDocs but I've never contributed to a wiki. So that should be a new and interesting experience, especially writing a textbook collaboratively. I must admit I'm overwhelmed with the idea of keeping up with the blog and all the other assignments. I had difficulty finding the time to post and respond consistently on the book discussion blog I created two years ago for the 6th-8th graders at my school. So this year I haven't used it. Also, I'm not fond of tests and quizzes - I'd much rather work on a project. So when I saw the quizzes on the calendar, I thought. "Oh, my!" Hopefully once we begin Module B everything will fall into place for me.
How do you feel about a 100% constructivist and collaborative course like this?
I'm comfortable with the concepts of constructivism and collaboration but I'm not sure how it will work online. I'm used to brainstorming and talking ideas over face to face with people so this will definitely be a new and challenging experience.
How do you feel about publishing your learning on wikis and blogs?
I'm a perfectionist when it comes to my writing. I constantly reword and change my writing so often it takes me twice as long to write something as it should because I'm never totally satisfied with my work. It's a little intimidating to think anyone in the world will be able to read my blog and our wiki but I think I will be more comfortable as the semester progresses.
My first reaction was "Wow!" This isn't exactly what I expected but I'm very intrigued with the idea of using the Web 2.0 tools in an online class. I'm comfortable with a blog and I've had a little experience with GoogleDocs but I've never contributed to a wiki. So that should be a new and interesting experience, especially writing a textbook collaboratively. I must admit I'm overwhelmed with the idea of keeping up with the blog and all the other assignments. I had difficulty finding the time to post and respond consistently on the book discussion blog I created two years ago for the 6th-8th graders at my school. So this year I haven't used it. Also, I'm not fond of tests and quizzes - I'd much rather work on a project. So when I saw the quizzes on the calendar, I thought. "Oh, my!" Hopefully once we begin Module B everything will fall into place for me.
How do you feel about a 100% constructivist and collaborative course like this?
I'm comfortable with the concepts of constructivism and collaboration but I'm not sure how it will work online. I'm used to brainstorming and talking ideas over face to face with people so this will definitely be a new and challenging experience.
How do you feel about publishing your learning on wikis and blogs?
I'm a perfectionist when it comes to my writing. I constantly reword and change my writing so often it takes me twice as long to write something as it should because I'm never totally satisfied with my work. It's a little intimidating to think anyone in the world will be able to read my blog and our wiki but I think I will be more comfortable as the semester progresses.
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