Constructionism in the
Studio
For a Media technology classroom, constructionism is the
most widely used learning theory I have observed. The theory states that students learn by
creating artifacts. This is done by
using the learners scheme and either forming accommodations or assimilations
during the process in order to achieve equilibration, or balance within the
knowledge (Laureate Education Inc., 2011).
Obviously, when students create news packages or produce the school’s
news broadcast, students are creating original artifacts. This is essential to learning. For example, the first products from my level
1 classes are usually choppy and littered with errors; however, their mid-year
projects are leaps and bounds better.
This is because students developed their own assimilations in order to
achieve equilibrium. Basically, their
attempts allowed them to use problem solving skills to achieve products that
met the defined expectations. This would
not happen through lecture or teacher-centered instruction.
Generating and
Testing Hypotheses
The packages they create are their assessments and students
constantly form hypotheses in order to achieve their assessment goals. Constructionism fits this practice because
students should be engaged in a variety of structures in forming their
hypotheses (Pitler, Hubbell, & Kuhn, 2012).
Each package produced allows for different structures. Moreover, students should be asked to explain
their thoughts and systems (Pitler et al, 2012). This is done by having students create
package outlines pre-production and self-assessments post-production.
Project-Based
Learning
A format that works great in my studio is project-based
learning. It allows students to work
towards a goal using systematic steps and organization directed toward one
clear defining question. I strongly
suggest using this system. I have used
it for two years and have found an abundance of success. Students are actively engaged, meet course
standards, and enjoy the un-traditional classroom setting. I am not sure about you, but my studio doesn’t
include student desks or traditional decorations and organization. My classroom/studio has a large conference
table, couches, and production equipment and planning materials (see picture below). For more information about project-based
learning check out this link: http://www.bie.org/tools/online_resources/pbl-online
References
Laureate Education, Inc. (Producer). (2011). Program seven:
Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and
technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H.,
Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works
(2nd ed.). Alexandria, VA: ASCD.
A.J.,
ReplyDeleteI enjoy your posts. Your class is so specialized and fascinating, it sounds like a real blast. Like you, my pre-engineering class falls under the CATE umbrella and my class is loosely structured like your - no desks, areas of pods for collaboration and then a separate computer lab. Did you write your own curriculum or does it come from the CATE leadership within your district? The ways you incorporate the PBL concepts and the real world projects is a real benefit for your students. Do you have any relationships within your local media market, or maybe apprenticeships for your students? It seems like a perfect fit for some of your students, just curious. Great post and insight.
Greg
Greg, Thank you for the comment. I am glad that someone in this course can see things from a CATE perspective. As for my curriculum, I write my own because I am the only person in my district who teaches what I teach. I do; however, work with other educators in the nation. I subscribe to a national listserv and am a member of several journalism associations.
ReplyDeleteMy students definitely work with mentors in the industry. I work with two freelance companies: one for commercial purposes and one for live production. They allow my students to work as grips and production assistants. I also work with local colleges and news stations for guest speakers and field trips. I am currently developing a Work-based learning class for my level 3 students next year. The goal is for them to lead production and find internships in radio and television.
AJ,
ReplyDeleteI really like the way your room is set up! It looks as though it really supports group collaboration.
It sounds like PBL works very well in your classroom. Have you ever had to modify packages for lower level students?
Mandy
Mandy,
ReplyDeleteThank you for the kind words. I rarely have to modify packages for lower-level students because they usually work in groups and get support along the way. The one thing I have done is gave extensions on dues dates.