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

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

Rotating houses

I can no longer insert jpegs into my blogs. I don’t know why. The computer just decided to stop allowing this-go figure.

Make Belief Comics

Go Animate

Read Write Think

Have a play

I’ve been playing with LAMS and actively constructing my knowledge and understanding – a beautiful thing! LAMS (Learning Activity Management System) is a great platform for creating authentic learning tasks.I like how I can create a lesson and have the students complete a set of questions and get immediate feedback on where they are struggling or succeeding.The beauty of using this software is that I can quickly review a section or topic based on the students responses.

The ability to store,adapt and change the lesson at a future time is a very powerful feature of LAMS.I like how I can share lessons via the LAMS Community Website .In addition I can borrow and adapt. The ability to refine lessons and questioning over a period of time is another great feature of LAMS.

Obviously the more I work with this powerful tool I will be able to integrate additional functions and utilise the functionality in new and exciting ways.

I’ll leave you with a quote from James Dalziel – the founder of LAMS

Initial evaluations of LAMS in K-12 school and university environments during 2003 have indicated LAMS has a profound impact on both student learning and teachers’ conceptualisation of the learning process. Research into this impact is ongoing, but one striking early example is in student willingness to engage in whole class discussion of ideas. In one K-12 school pilot evaluation, only 15% of students were willing to discuss ideas in front of their peers in the classroom, but over 80% of the same students were willing to discuss their ideas within LAMS.

IMPLEMENTING LEARNING DESIGN: THE LEARNING
ACTIVITY MANAGEMENT SYSTEM (LAMS) -James Dalziel ASCILITE 2003

I found on my prac that students reacted very well to Comic style work sheets. I was able to create some lessons using Comic Life and they were well received.

There is a strong level of disengagement with students and mathematics at the prac school.The school had only one Extension1 student and eight 2 Unit Maths students .The majority of students were studying General Mathematics. Teaching resources such as the Comic Book benefit and engage students who are struggling with 2 Unit and contemplating dropping to General Maths.

Comic Books simplify some of the concepts involved in the topic and reinforces them with extra diagrams and explanation.

Eventually the class would create their own topic summaries to share

“Having students create their own comics can improve motivation, literacy and conceptual understanding.”(Pelton et al 2007).

Here’s a little snapshot of the comic. I created the South Park figures from the South Park website – it has a free section for creating your own characters

Pelton,F. Pelton,L. T. & Moore, K. (2007). Learning by Communicating Concepts Through Comics. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 1974-1981).

“Effective classroom management involves being with-it,maintaining focus and time management” -Educational Psychology p434Woolfolk& Margetts

‘With-it’ teachers are in tune with their students.They anticipate trouble before it arises ,they have eyes in the back of their head.-Educational Psychology p434 Woolfolk& Margetts

I learnt the hard way that my ‘with-it’ skills needed fine tuning during my prac. It’s definitely a major focus of next year. A skill I want to have razor sharp.

Bye

I guess all we can do is be commited to change, attempt to be innovative and incorporate technology whenever we can. On top of that be the best we can.

The clock is ticking not long to go now until we can put it all in practice.

The stats regarding the improvement in understanding are impressive. I’ll hopefully be able to have a play with this next year when teaching.

Thanks Matthew