Constructivism in Practice

This week we were presented with constructivism as applied through technology tools such as spreadsheet software, data collection tools, and web resources. The fact that these tools allow students to manipulate information and make educated decisions (hypothesis) based on data or realistic simulated events, speaks to the power of constructionism. For example, the scenario put forth by Mrs. Omar challenged her students to consider, graph, and predict investment options and then compare results to real world situations. True to the heart of constructivism, students were using higher-order thinking, collaboration, and reality-based scenarios.

In reading how to apply constructivism, I am becoming a more motivated teacher because I see how interactive and real world based education can excite and “wake” up the sleeping minds that too easily fall through the educational cracks. As I have read, at-risk students have the most to lose if we do not allow them to create and take ownership of their learning.

I grew up learning the old fashioned way until college, where I was immersed in a program called INVST (International and National Volunteer Service Training). In learning about how non-profit organizations work, we visited Colorado, Jamaica, and Utah where we not only worked for and interviewed leaders of non-profits, but also walked in the shoes of people being serviced (i.e. We had to be homeless, on the street, for 2 days!!). We were faced with scenarios of what can go wrong in these organizations, and we were educated about how these services stay alive. No other traditional class could compare to the real-world adventures of INVST.

I know I can’t relocate students across the world for such real world learning, but technology affords me the opportunity to let kids know they are part of a larger world. This larger world is willing to communicate and be educated by each other. This broader world of student peers, experts, and community members has so much to offer, as exemplified on Apple’s Online Project-Based Learning website that featured First People’s Projects. In this project, indigenous students exchange art, writing, and interviews with other indigenous students across the world. However, they exchange more than culture; they exchange basic life relief, like blankets, generators, and scholarships. Students are directly solving humanitarian problems through the power of the web! How great is that.

In my own classroom, I want my students to build a wiki that educates the public about the history of Coachella, and how it came to be the home of many migrants. Because we have so much gang and graffiti problems, it is my hope that the wiki site will empower my students to learn about their community so that can appreciate it more. Contacts with current leaders and citizens will help to build more unity and awareness of the city’s problems and possibly, solutions!