GRAY’S SPACE

I’ve just finished reading Roblyer (2006) “Learning theories as bases for integration”. Matthew mentioned in the lecture today how good the book is, so I thought I’d have a read.

I found the chapter a very pertinent and informative discussion on the pedagogies of direct instruction v constructivism. Roblyer gives an in depth analysis and outlines how we can combine the two approaches in our teaching.He says that:

Teachers will always use some directed instruction as the most efficient means of teaching students required skills; teachers will always need motivating, cooperative learning activities will ensure that students want to learn and that they can transfer what they learn with problems they encounter.(p46)

Proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and select technology resources and integration methods that are best suited to their specific needs.(p 46)

I would have really liked to have seen this chapter at the beginning of the year. The chapter points out the validity of both pedagogies and the value of using them at specific points in the education cycle. Education courses should be underpinned with a foundation of proven direct teaching methods that successfully integrate constructivist approaches into the teaching/learning environment.

I can really see the point of using technology to do things that I can’t. i.e Play with shapes and manipulate functions and graphs -the list goes on.It’s up to me and you to be creative in how we shape the technology and teaching together

Foundations of Effective Technology Integration Models:Theory and Practice

I have just finished reading  Grabe, M. & Grabe, C. (2001) Conceptual models for school learning.

The chapter discusses authentic learning and ways of increasing and building authentic learning for students.

The chapter gives some interesting ideas for creating authentic learning opportunities for students. It becomes a matter of creating tasks that have real world value and meaning.There are a lot of good tips that we can use to incorporate into our lessons.However,I found the following quote very honest and a little suprising in a constructivist book.

While the basic ideas for constructivist activities have been studied for sometime in such fields as cognitive and developmental psychology, few actual classroom applications have been thoroughly evaluated using soIid research techniques (Panel on Educational Technology, 1997). There are some promising exceptions.(Cognition and Technology Group, 1992; Wenglinsky, 1998), but no body of research that would allow a valid conclusion.

Grabe, M. & Grabe, C. (2001). Conceptual models for school learning. In M. Grabe & C. Grabe (Eds). Integrating technology for meaningful learning 33rd Edtn. pp 56-76. Houghton MifflinPlace of Publication : Boston

I think we should start a new school of methodology called Instructive Constructivism/Constructionism

Younger students struggle with visualising 3 dimensional rotations of objects. I found an interesting piece of software that allows students to rotate shapes and evaluate their spacial geometry. Will work well for year 7-8 students.

Rotating houses