Project-Based Learning and Constructionism

This week in my Walden master's class we learned about the differences between constructivism and constructionism, as well as what project-based learning is.  In a video resource, Dr. Michael Orey discussed the differences between constructivism and constructionism.  He described constructivism as a process where a student attaches something new to a memory they have already created in the past, or in other words takes new material and makes it relate to them.  In contrast, constructionism involves the process of the students creating something new, be it a memory or external artifact.  In essence, constructionist learning theory involve the learning building something new during the learning process, just as the word construction suggests.  In addition to constructivism and constructionism, we also learned about Project-Based learning (PBL), which is a teaching methodology that has students utilizing their problem solving skills by working on things that are more realistic as opposed to fact based textbook problems.  PBL sounds great in theory because it involves students working hands-on with things and also helps build their 21st-century skills.  It also has them working collaboratively and independently, and has the teacher playing more of a facilitator role who is no longer the primary source of information. 

I really like the ideas behind constructionist learning theory and PBL, because I think they are what is best for my students' futures.  However, at what point am I supposed to teach them their fundamental skills that are needed to help gain these 21st-century skills.  I teach high school math, and in order to use math in a real life setting, you have to know how to do the math.  Granted, there are some types of real world problems in math that can be solved by simply reasoning through them, but some problems must be solved using algebraic or geometric theories.  Part of what I am up against as a teacher today is trying to incorporate these types of 21st-century learning experiences and also teach all of the Common Core State Standards (CCSS).  All that is required of me by my school and the state of Michigan is that I cover the CCSS.  So great, I can teach my kids a bunch of math, and most of what I am teaching them is only useful for standardized testing, at least that is what they think.  Part of why I want to incorporate more PBL in my classroom is because it gives meaning to the math.  It is an answer to the constant question of "when am I ever going to use this stuff?"  Unfortunately it all boils down to the time factor, and there is simply not enough of it to show my students how to use all of the math that I am teaching them in the real world. 

Going back to one of what is becoming one of my best resources, the book Using Technology with Classroom Instruction that Works, I have found some suggestions that might help me create more PBL opportunities without have to sacrifice so much time.  This week we read the chapter titled "Generating and Testing Hypotheses", which is not just talking about science experiments.  What I took from this section of the book is that I need to get my students thinking and hypothesizing more about my subject matter.  I believe that by having students hypothesize about a certain concept and then comparing it to the actual results relates to a constructionist's approach.  The students is constructing their own hypothesis and then eventually comparing it an actual result, which creates a memory that they can reflect back on.  The authors also give a recommendation that students should be able explain their hypotheses and conclusions.  Establishing this with students up front will set a tone that they can not just simply guess, and encourages them to think about their hypothesis.  Also, by having students explain their conclusion forces them to look back at their hypothesis, which was their original constructed memory, and relate the final result back to that, which is a bit of a constructivist approach to learning. 

The book goes on to give some suggestions on how to utilize technology to help make these PBL experiences more realistic by using the Internet, data collection tools, and spreadsheet applications.  As I mentioned earlier, my biggest inhibitor of PBL experiences in my classroom is time, and the fact that I do not have too many days I can spare to spend doing projects on and still teach the CCSS that need to be covered.  However, with the use of Internet application/simulators, graphing calculators, and applications like Microsoft Excel and Google Spreadsheet I can incorporate more realistic learning experience in a fraction of the time.  Even though it is not an actual 'out in the field' experience, it is the next best thing, and it is a lot closer to the real thing than a textbook story problem.

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., Kuhn, M., & Malenoski, K. (2007). Using technology with

       classroom instruction that works. Alexandria, VA: ASCD.