constructivist learning models: case studies in authentic, student-centered design

Constructivist Learning Models:

Case studies in authentic, student-centered design

About the PresenterMarc is an instructional design consultant and certified distance learning mentor. He has a broad professional background spanning the corporate, government and academic sectors. The list of organizations Mr. Zolar has worked with on learning and development programs includes: America Online, American Research Institute, AT&T, Central Carolina Community College, Florida State University, IBM, U.S. Department of Defense, United State Marine Corps, University of North Carolina at Wilmington,Verizon, Walden University.

He holds a Master’s degree in instructional design and development and is active in professional organizations in the field as a writer and speaker.

Marc can be reached at [email protected]

Why are you here today?

What piqued your interest about this session? Have you tried incorporating constructivist learning

strategies into your courses. If so, how did it go?

What is Constructivism?

“Constructivism is a philosophy of learning founded on thepremise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. “ (Source: http://www.funderstanding.com/constructivism.cfm)

Principles of Constructivism

Learning is a search for meaning

Learning occurs in a context Instruction is tailored to

learners’ mental models Constructing knowledge is

purpose of learning (not “right” vs. “wrong”)

(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

Impact on Curriculum

Less standardized curriculum

Customized to connect to learner’s prior knowledge

Emphasizes hands-on problem- solving


Impact on Instruction

Teacher as facilitator/guide rather than authority

Focus on making connections between facts

Experimentation, open-ended questions, extensive reflection, dialogue among students


Impact on Assessment

Ongoing assessment during instruction

De-emphasizes traditional grading methods

Self-assessment, learner articulates growth through projects and reflection


Constructivist Strategies

Inquiry learning Discovery learning Situational learning Problem-based

learning Cognitive

Apprenticeship


Constructivist Words and Phrases

Context Authentic Multiple perspectives Learner-centered Prior knowledge Higher-order thinking Meaningful connections Social negotiation


Discussion Question #1

What constructivist strategies have you used in your classroom?


Why is it difficult to be a constructivist in the community college environment?


When might constructivism be the wrong approach?


What makes constructivism a good approach for the community college environment?

What Does a Constructivist Course Look Like?

Multiple delivery methods

High degree of student ownership and responsibility in the learning process

Consistent use of reflective practice

Portfolio-based assessment


Model #1: Discovery Learning

In its simplest form, discovery learning is described as the tools and information needed to solve a problem or learn a concept are provided and the learner "makes sense" of them.

(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)

Discovery Learning example: The Galileo Project

The Galileo Project

http://galileo.rice.edu/index.html “The Galileo Project is a source of

information on the life and work of Galileo Galilei (1564-1642). Our aim is to provide hypertextual information about Galileo and the science of his time to viewers of all ages and levels of expertise.”

Site includes suggested Lesson Plans.

The Galileo Project

Model #2: Situated Learning

Situated learning theory suggests that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors

to be acquired.


Situated Learning example: Zero Tolerance at Layne County

Zero Tolerance at Layne County

http://curry.edschool.virginia.edu/go/ZT/home.html (Mable Kinzie, Margaret Grogan, Susannah McGowan)

Analyzes the following State Zero Tolerance Law:

“A new law requires school boards to expel students who have "brought a controlled substance, imitation controlled substance, or marijuana onto school property or to a school-sponsored activity, as prohibited by §18.2-255.2." The school board may, in a particular case, determine that another disciplinary action is appropriate. (HB 1343, Code § 22.1-277.01:1)”

Learner is presented with Case Analysis steps and a variety of Web-based materials to form an opinion on whether the Layne County School Board has used discretion in this case.

Zero Tolerance at Layne County: Case Analysis Steps

Zero Tolerance at Layne County: Principal’s Journal

Zero Tolerance at Layne County: School Policies and Procedures

Zero Tolerance at Layne County: Community Profile

Zero Tolerance at Layne County: Expert Perspectives

Model #3: Problem-based Learning

PBL engages the learner in a problem-solving activity. In this process, instruction begins with a problem to be solved rather than content to be mastered (Hsiao, 1996). Students are introduced to a real-world problem and are encouraged to dive into it, construct their own understanding of the situation, and eventually find a solution (Grabowski, Koszalka, & Mccarth, 1998). Major goals of PBL are to help students develop collaborative learning skills, reasoning skills, and self-directed learning strategies (Hsiao, 1996).


5 Strategies for Using Problem-based Learning The Problem as a Guide - The problem is presented in order to gain

attention prior to presenting the lesson. The Problem as an Integrator or Test - The problem is presented after

readings are completed and/or discussed -- these are used to check for understanding.

The Problem as an Example - The problem is integrated into the material in order to illustrate a particular principle, concept or procedure.

The Problem as a Vehicle for Process - The problem is used to promote critical thinking whereby the analysis of how to solve it becomes a lesson in itself.

The Problem as a Stimulus for Authentic Activity - The problem is used to develop skills necessary to solve it and other problems -- skills can include physical skills, recall of prior knowledge, and metacognitive skills related to the problem solving process. A form of authentic assessment of the skills and activity necessary in the content domain (Duffy & Cunningham, 1996, p.190).


Problem-based Learning example: Superland!

Superland!

http://www2.imsa.edu/programs/pbln/problems/superland/ (Illinois Mathematics and Science Academy)

Examines the potential risks associated with a proposal for a new theme park.

Learner is placed in the role of a panel member appointed by the Governor of Illinois.

Learners must produce a risk assessment report for the Governor.

Superland!: Economic Aspects and Benefits

Superland!: Learner’s task

Superland!: The Panel’s Task

Superland!: Letter of Appointment

Superland!

Model #4: Inquiry-based Learning

Inquiry-based learning is an approach to instruction that engages students in investigations to satisfy curiosities. Curiosities are satisfied when individuals construct mental frameworks that adequately explain their experiences (Haury, 1993). The learner's involvement in the learning content fosters skills and attitudes that permit the learner to seek resolutions to questions and issues while constructing new and meaningful knowledge (Inquiry-based Learning: Explanation, 2001, April).


Inquiry-based Learning example: American Civil War WebQuest

American Civil War WebQuest

Kimberlye Joyce and Particia Stohr-Hunt, University of Richmond at: http://oncampus.richmond.edu/academics/education/projects/webquests/civilwar/

Learners work in groups where each member must choose a role and the follow the prescribed process

Desired outcomes and evaluation criteria are clearly defined.

American Civil War WebQuest: Introduction

American Civil War WebQuest: Task

American Civil War WebQuest: Process

American Civil War WebQuest: Evaluation

Model #5: Cognitive Apprenticeship

The focus of this learning-through-guided-experience is on cognitive and metacognitive skills, rather than on the physical skills and processes of traditional apprenticeships. Applying apprenticeship methods to largely cognitive skills requires the externalization of processes that are usually carried out internally. Observing the processes by which an expert listener or reader thinks and practices these skills can teach students to learn on their own more skillfully (Collins, Brown, Newman, 1989, p. 457-548).


Components of Cognitive Apprenticeship Modeling - involves an expert's carrying out a task so that student can observe and

build a conceptual model of the processes that are required to accomplish the task. For example, a teacher might model the reading process by reading aloud in one voice, while verbalizing her thought processes (summarize what she just read, what she thinks might happen next) in another voice.

Coaching - consists of observing students while they carry out a task and offering hints, feedback, modeling, reminders, etc.

Articulation - includes any method of getting students to articulate their knowledge, reasoning, or problem-solving processes.

Reflection - enables students to compare their own problem-solving processes with those of an expert or another student.

Exploration - involves pushing students into a mode of problem solving on their own. Forcing them to do exploration is critical, if they are to learn how to frame questions or problems that are interesting and that they can solve (Collins, Brown, Newman, 1989, 481-482).


Cognitive Apprenticeship example: Fair Lending Challenge (Developed by Interworks. All Rights Reserved.)

Source: http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html

The goal of this multimedia course is to teach fair lending practices to bank loan officers and to reinforce the need to make loans that are secure and profitable. In the course, learners are presented with a series of loan applicants on a laptop computer on their desks. When an applicant is selected, an interview is conducted where information that is present on the loan application and credit reports can be clarified.

• Reference guide provides neighborhood advantage guidelines and other information needed in determining the loan.

•Learner indicates whether the loan should be approved or disapproved, and explains the reasons for the decision.

Cognitive Apprenticeship example: Fair Lending Challenge (Developed by Interworks. All Rights Reserved.)

Following the interview:

• Bank lawyer provides immediate feedback if fair lending practices have been violated by the types of questions asked.

•Branch manager gives the learners a performance appraisal.

A week at work is compressed into two hours of game time, thereby allowing much experience to be rapidly gained.

Source: http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html

Cognitive Apprenticeship example: Creating an Effective Foreign Language Classroom

Lesson plan for 1st year language class in high school or middle school, or as an introduction to the unit for any language level.

Objectives: Students will learn verbs for playing golf through help from their teacher in a cognitive apprenticeship approach.

Goals: Students will learn how to conjugate regular verbs and they will then apply the rule that they learn to conjugating verbs fluidly in their own skits in the target language.

Materials: Golf equipment

Source: http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogaplesson.html


Activities:1. The teacher gives a mini-dialogue about golf, using different conjugations of regular verbs in context.

2. The students and the teacher work together to analyze verb use in the story to create a rule that works for conjugating regular verbs.

3. The class works together to create a new dialogue using properly conjugated regular verbs.

4. Students work in pairs to use the information they learned about verbs to create their own skit that they perform for the class.




Assessment: The students will be given feedback throughout the lesson about how they are using the verbs. Their final assessment will be the skit -- whether or not they conjugated the verbs correctly.

Why this lesson is student centered: The topic of the lesson has been chosen by the students (golf). Also, since the teacher facilitates the whole lesson and gives up control more and more to the students, they are taking more and more of the lead of the classroom. The lesson moves at their pace; they get more responsibility only when they are ready for it. Eventually, they take the lead as they develop their own skits to show to the class.

Resources

Multimedia Cases (Situated Learning): http://kinzie.edschool.virginia.edu/id.htmlMable Kinzie, University of Virginia

Concept to Classroom at: http://www.thirteen.org/edonline/concept2class/index.html

Instructional Design Knowledge Base at George Mason University at: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/index.htm

Center for Teaching and Learning Website at Georgia State University. Available at: http://www2.gsu.edu/~wwwctl/

The Galileo Project, Rice University at: http://galileo.rice.edu/index.html

Superland! at: http://www2.imsa.edu/programs/pbln/problems/superland/ (Illinois Mathematics and Science Academy)

University of Richmond WebQuests at: http://oncampus.richmond.edu/academics/education/projects/webquests

Explorations in Learning and Instruction: Theory Into Practice (TIP) Database at: http://tip.psychology.org/

Learning and Teaching Website, James Atherton at: http://www.learningandteaching.info/

Facilitation: A Different Pedagogy?; CDTLink at: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm

Pedicases at: http://www.pedicases.org/home.phtml

Resources, continued.

UMUC-Verizon Virtual Resource Site for Teaching with Technology: http://www.umuc.edu/virtualteaching/vt_home.html

Web Teacher at: http://www.webteacher.org/windows.html

Moodle (freeware course management system) at: http://moodle.com/?moodlead=moodle.org

Big Dog’s ISD page at: http://www.nwlink.com/~donclark/hrd/sat.html#intro

Yahoo Web Beginner’s Guides at: http://dir.yahoo.com/Computers_and_Internet/Internet/World_Wide_Web/Beginner_s_Guides

Distance Education Clearinghouse at: http://www.uwex.edu/disted/home.html

Interworks Fair Lending Challenge at: http://www.interw.com/FLC.html

University of Hawaii, Faculty Development Teaching Tips Index at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#assessment

Problem-based Learning, Samford University at: http://home.capecod.net/~tpanitz/pbl.htm

IMSA Problem-based Learning Network at: http://www2.imsa.edu/programs/pbln/problems/

Project, Problem and Inquiry-based learning at: http://eduscapes.com/tap/topic43.htm

References

Baenen, J., Drury, J., McGuire, S., Muzenski, H., Stampen, J., Storch, S. Creating an Effective Foreign Language Classroom at: http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogaplesson.html Retrieved April 4, 2006.

Dabbagh, N. (Feb 26, 2006). The Instructional Design Knowledge Base. Retrieved February 26, 2006 from Nada Dabbagh's Homepage, George Mason University, Instructional Technology Program. Website: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/index.htm

Illoinis Mathematics and Science Academy, Superland! at: http://www2.imsa.edu/programs/pbln/problems/superland/

Interworks, Fair Lending Challenge. Macromedia Support Center at: http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html

Joyce, Kimberly. Stohr-Hunt, Patricia. American Civil War Webquest. University of Richmond at: http://oncampus.richmond.edu/academics/education/projects/webquests/civilwar/

Kinzie, Mabel; Grogan, Margaret, McGowan, Susannah. Zero Tolerance at Layne County at: http://curry.edschool.virginia.edu/go/ZT/home.html

Macromedia Authorware Support Center, The promise of cognitive apprenticeship at:

http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html

NC Quest Program, University of North Carolina at Wilmington at: http://www.uncw.edu/ed/ncquest/

Van Helden, Albert, The Galileo Project, Rice University at: http://galileo.rice.edu/index.html

Zolar, M. (2004) Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

constructivist learning models: case studies in authentic, student-centered design

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