[Year 12 IT Apps] What Future IT? (Charmaine Taylor)
Anne-Marie Chase
rie at bigpond.net.au
Fri Oct 12 16:24:28 EST 2007
Hi
When you look at the research you will always find opposing views. Some
think constructivism is good some don't there is evidence on both sides. A
couple of important points to remember in determining our approach:
* Children learn in different ways so need opportunities to
engage in different learning experiences. Some kids like to explore and
construct, some like to sit and take notes. There are a gender and special
needs issues related to the success of constructivist practice.
* Some things are taught better in different ways and when we
consider resources available i.e. time and skills and what we are trying to
deliver this might determine the approach we take.
* A constructivist approach does not mean free range. Both
students and teachers take time to get use to this approach. Students need
to develop the autonomy and self discipline required by constructivism.
Students need practice and support in developing the cognitive and
reflective skills needed for constructivist learning. Teachers take time to
get use to the idea of waiting and watching or offering provocations to
move students along or develop their thinking.
* Sometimes the outcomes from a constructivist approach may
not be as expected... this dos not fit easily with curriculum demands. The
connection between increased motivation/engagement and increased learning is
not always clear as the increased motivation/engagement can lead to
unexpected outcomes, including ones that are not assessed or considered of
value.
I absolutely agree Bill, the issues with constructivist learning are
complex. When it is done well it is great - but not free range!
Cheers
Anne-Marie
Anne-Marie Chase
Graduate School of Education
The University of Western Australia
web http://digital-kids.wikispaces.com <http://digital-kids.wikispaces.com/>
P please don't print this e-mail unless you really need to.
_____
From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au]
On Behalf Of Bill Kerr
Sent: 04 October 2007 12:46
To: Year 12 IT Applications Teachers' Mailing List
Cc: Tony Forster; Artichoke
Subject: Re: [Year 12 IT Apps] What Future IT? (Charmaine Taylor)
I was holding off from commenting here but it seems that not everyone has
gone into holiday mode, so I'll say something.
If we look at this list:
- motivation
- engagement
- inclusive learning
- discovery learning
- constructivism
- constructionism
I don't think these terms mean the same thing but at least some are being
used interchangeably
Most of the recent research I have seen is in the opposite direction of what
Charmaine says -
"Fantastic example of constructivist learning Keith! It's what the recent
educational research has discovered is needed to engage students so that
they achieve better learning"
eg. I wrote a response to one such study that claimed that minimal guidance
during instruction does not work - but there are many such studies around
http://billkerr2.blogspot.com/2006/10/minimal-guidance-during-instruction.ht
ml
(link in that blog to a critical discussion about discovery learning - wag
the dog entry on artichokes blog)
I would like there to be a smooth connection between increased motivation /
engagement and increased learning but the research history suggests to me
that it is far from smooth - this includes the old logo research
It could be that motivation increases but learning does not necessarily
increase or is equivalent or is less cf an instructionist scenario. It's
nice when students are motivated but how do we really know that long term
learning has increased?
I think the research undertaken by the game maker cluster showed increases
in motivation, fun, engagement for some (not all) students but we didn't
really produce any hard evidence about increased learning - some anecdotal
yes, hard evidence, no
Here is a post from mark guzdial
http://www.amazon.com/gp/blog/post/PLNK14F2YOSI9OWBM
about a parallel study comparable to keith's- two ways of teaching intro to
computer systems, one formal and one real life - the results for the
learning were comparable even though the real life class was more engaged
I support constructionist learning in theory and practice but think we need
to be careful not to make wholesale claims for fuzzy "discovery learning".
These issues are complex, there is good and bad "discovery learning". When
the evidence is *not* forthcoming for extravagent claims then that actually
acts as fuel for those pushing the opposite agenda - back to basics
instructionism.
--
Bill Kerr
http://billkerr2.blogspot.com/
<http://www.users.on.net/%7Ebillkerr/>
On 9/28/07, Roland Gesthuizen <rgesthuizen at gmail.com > wrote:
Too right Kevork! There is a lot to be said for constructivist learning,
generating and using data that the students have "real ownership' of. .. my
lot struggled through charting last year until I let them develop a plan for
their school formal. It was fascinating to watch the school captain walk
about the room, correcting the other plans to keep them on time and on
budget. It was her job to actually organise the 'real' senior student formal
and in the process she was able to recruit some helpers. For our practice
outcomes we covered the Scout Mudbash and the chap who ran the local pizza
shop next to our school.
Of course, as eductors it doesnt mean that we sit back and watch. We still
have a very important role to structure discussions, dig up supporting
resources and give the odd tap on the steering wheel to get things back on
track.
Regards Roland
On 28/09/2007, Kevork Krozian < Kroset at novell1.fhc.vic.edu.au
<mailto:Kroset at novell1.fhc.vic.edu.au> > wrote:
Hi Guys,
Fabulous examples from Charmaine and Keith ..!!!
Couldn't agree more !
I am the last living IPM teacher at my school and I had struggled with
Project Management in terms of engagement. The students didn't need to build
a house or landscape a block of land but they did want to go on a schoolies
holiday at the end of the year !
So we had as our project aim " organising the schoolies holiday". Some of
the tasks included:
1. Selecting members of the group to holiday together
2. Deciding on a location for the holiday
3. Selecting a property at which to stay
4. Collecting money for a deposit
5. Signing the lease/contract
6. etc etc
It seemed to really fire them up so there it is again. Engagement when it is
relevant or they have a direct input in the process and the direction of the
learning.
PS . Will this encourage you to perhaps put off your retirement Keith ??!!
Take Care
Kevork
>>> Charmaine Taylor < tigeroz at alphalink.com.au
<mailto:tigeroz at alphalink.com.au> > 27/09/2007 9:02 pm >>>
Fantastic example of constructivist learning Keith! It's what the
recent educational research has discovered is needed to engage students
so that they achieve better learning. We need more of this.
Charmaine Taylor
Keith Richardson wrote:
>Charmaine - your voice is like music in my ears! "...from the point of
>view of the problem to be solved..." is the secret to highly motivated
>behaviour across all subject areas, not just computing.
>Here is a specific example that will make my point:
>I tried an interesting parallel experiment with my two Yr 7 science
>classes.
>With the first I designed a logical series of practical experiments
>involving measurement, mathematical calculations, graphing of results
>all investigating the operation of levers. I thought the design was
>fantastic, but the kids did not get involved at all. "Boring!" was their
>verdict.
>With the second class, I showed them a desktop-trebuchet I had made and
>challenged them to design and build one themselves that would throw a
>small rubber ring over 3 metres. They were given a period and heaps of
>equipment to select from. Periodically I stopped them to discuss safety
>telling them that over the centuries of use many trebuchet operators
>were killed, and I did not want to add to the number here! The classes
>enthusiasm was staggering, and I enjoyed watching them make mistake
>after mistake but edging towards success as they worked at making a
>LEVER solve this problem for them. I guarantee that their instinctive
>understanding of how to make use of a lever will stay with them for
>life, and many of them will make actual use of this wisdom in the
>future.
>
>So, Charmaine, I agree with you.
>
>Regards, Keith
>Keith Richardson
>
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--
Roland Gesthuizen - ICT Coordinator - Westall Secondary College
http://www.westallsc.vic.edu.au
"Never doubt that a small group of thoughtful, committed citizens can change
the world; indeed it is the only thing that ever has." --Margaret Mead
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