MISTfits Recorder - Tom Coordinator - Bradley Elaborator - Cynthia Explorer - Megan

1. Constructivism: Its Benefits, Its Costs, and What We Should Be DoingPresented at the 2011 California Academic Technology (CAT) ConferenceSacramento, CA September 22,  2011 MISTfits Recorder - Tom Coordinator -  Bradley Elaborator - Cynthia Explorer - Megan

2. The Fuzzy '-ism'      The first two have fairly clear and direct definitions however when looking at constructivism, things get a bit....well....fuzzy.     Constructivism is vaguely defined as a learning method where the learner builds or constructs their knowledge through a series of relevant and meaningful experiences.     There is also a lack of specificity for how to create this environment, thus things get fuzzy. When trying to define how people learn there are a wide collection of 'isms' to choose from http://oregonstate.edu/terra/wp-content/uploads/2010/09/smile_large1.jpg

3. Benefits to Constructivism • The learner is socially engaged • The student takes ownership of their learning • Instruction is designed to be authentic and meaningful  • Learner will be engaged in higher order thinking and problem solving • Greater transference of learning into real world settings  • More of a holistic approach focusing on the emotional,  affect and cognition of the student http://oregonstate.edu/terra/wp-content/uploads/2010/09/smile_large1.jpg

4. Challenges of Constructivism • Learner may not be prepared due to lack of prerequisite knowledge, social abilities, or emotional state • Students may experience a lot of busy work without ever engaging in deeper or more meaningful learning • Constructivist projects don't align with all subjects • Requires extensive instructor planning  • Difficult to measure benefits well using objective methods  • Can be construed as a learning style of privilege  http://kpbs.media.clients.ellingtoncms.com/img/events/2011/totally_unprepared_t250.jpg?2fda506767b58ed02cfc53b8db969377bec8c5c0

5. Best practices • Apply all relevant teaching strategies to your curriculum development When creating a constructivist unit of study, include: • Activation of prior knowledge • Introduction of discrepancy between what is known and what is to be learned • Opportunity for students to apply their new knowledge to a real world problem • Reflection on learning • Assessments that are aligned with learning outcomes and learning and teaching methods http://thelifechangenetwork.com/wp-content/uploads/2011/04/feedbackform.jpg

6. References • Baviskar, S. , Hartle, R. , & Whitney, T. (2009). Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist-teaching method articles. International Journal of Science Education, 31(4), 541-550. • Ertmer, P. , & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from a design perspective. Performance Improvement Quarterly, 6(4), 50-72. • Reiser, R.A., Dempsey, J.V. (Eds.). (2011).  Trends and Issues in Instructional Design and Technology. Boston, Massachusetts: Pearson Education, Inc. • Rust, C. , O'Donovan, B. , & Price, M. (2005). A social constructivist assessment process model: How the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 231. https://fisher.osu.edu/blogs/macc-admissions/files/job-reference-check.jpg