5: Constructivist Theories of Instruction (Slavin, Ch. 8)

Description:

Even the most capable and talented teachers know that in order for students to maximize and deepen their learning, they will need to take on some of the “heavy lifting” of the learning experience. Constructivist theories recognize that students need to be given opportunities to discover, explore, and apply new knowledge (Slavin, 2018). Students need to take an active role in instruction through student-centered strategies such as cooperative learning and problem solving. While the teacher is removed from the center of instruction, her role is still vital to  design meaningful and relevant activities and provide the appropriate “scaffolding” so that all students are able to engage in the learning. Designing an activity that is within a student’s “zone of proximal development” requires consideration of Vygotsky’s theories of social learning and Piaget’s stages of cognitive development (Slavin, 2018).

Analysis:

Much emphasis has been placed on student-centered learning in recent years, and it has forced teachers to broaden their views on what classroom instruction looks like. Some teachers have found this more challenging than others, but there is no doubt that students need to be actively engaged with the content in order to access the higher order thinking skills such as analysis, synthesis, and evaluation first proposed by Benjamin Bloom in 1956. Students need to independently and collaboratively explore the concepts they are learning about and be able to apply them to real world situations (Slavin, 2018). 

It is important for teachers, through direct instruction, to make sure students have all the foundational knowledge they will need to successfully solve problems and make connections, but once that has been accomplished, every subject offers opportunities for constructivist instruction that puts students at the center of the learning (Slavin, 2018). Many of these strategies involve students working together in different formats, and most researchers agree that this can have a positive impact on student achievement. Two of the most prominent education researchers, Robert Marzano and John Hattie, agree that cooperative learning has a positive impact, and they offer three requirements to guide the work of teachers (Killian, 2015). Teachers should, “structure it carefully, keep groups small, [and] teach students how to work in groups” (Killian, 2015) in order to maximize the positive effect of cooperative learning. Hattie attributes a particularly high effect size (1.20) to one particular cooperative learning strategy known as the “Jigsaw” method. In this format, members of student groups study related concepts, then meet with other “experts” of that section to discuss what they learned. Then they return to their original groups to share and extend the learning (Slavin, 2018, p.201). This method forces students to carefully analyze the content so that it can be shared, and it requires careful listening to peers to gain a full understanding. 

Having students apply knowledge to a real world situation can build creativity and increase motivation (Slavin, 2018). Problem solving strategies can actually be taught so that students know what steps to take to tackle a difficult problem. These strategies usually include identifying the problem and the goal, gathering information and resources, exploring possible solutions in a systematic way, and then reflecting on the outcomes until you arrive at a solution (Slavin, 2018). If these strategies are routinely used in the classroom, students will become more comfortable tackling difficult problems and applying what they have learned. 

Teachers may find student-centered approaches difficult because they require sacrificing some control over the instruction and will inevitably lead to some unpredictable moments and challenges. It also requires a tremendous amount of planning and creativity.  However, these learning experiences, in conjunction with the necessary direct instruction,  will ultimately benefit students and create a more meaningful and rewarding experience for everyone involved.

Reflection:

I first became a teacher because I loved the English content, the stories, the poems. I enjoyed sharing my love of literature with students and facilitating interesting and engaging discussions. I was on center stage, and as long as I could hold the attention of my students, classroom management wasn’t much of a problem. Fortunately, I started out teaching a large percentage of “self-regulated learners”, described by Slavin (2018) as being “motivated by learning itself, not only by grades or others’ approval”. Eventually, I found myself in front of students who were less motivated and did not see the relevance of what I was trying to teach. At the same time, I was learning more about the importance of student-centered instruction, where students were actively involved in the learning. It forced me to rethink my methods, and ultimately, to consider the needs of my students above my own love of the content. This was a huge shift for me, but now you will hear me preaching this to new teachers every chance I get. But the reality is that student-centered learning certainly has its challenges.

One of the first challenges that arises in developing student-centered lessons is creating an appropriately accessible yet challenging activity for the students in your room. In order to achieve Vygotsky’s “zone of proximal development” the task must be one that students cannot do immediately alone, but can achieve with the proper support from the teacher or from peers (Slavin, 2018). Of course, this is further complicated by the wide range of abilities and motivation of the students. The teacher must carefully plan differentiated activities as well as the makeup of student groups. As an English teacher, I often used lexile scores as a guide. Although it is imperfect, this data did provide me with a starting point. Sometimes, I completely overestimated what my students were ready for, and that ended  disastrously, but it was also a learning experience, and it helped guide my planning for upcoming lessons.

Another challenge is classroom management. It is difficult to keep multiple groups of high school students focused and engaged in a difficult task or problem-solving activity. I often find myself simply moving from one group to another and redirecting back to the task at hand. I have found that it is ok for a classroom to seem a little disorganized or loud, or even chaotic (sometimes that means the most enthusiastic learning is taking place). Some strategies I have found to improve this are: 

1. Making sure you have provided a solid introduction and base of information, so that students are fully equipped to attempt the task.

2. Having carefully planned the activity and considered possible roadblocks. Sometimes this even means having a back-up plan ready.

3. Giving students very clear instructions and having them repeat them back or ask questions before beginning. 

4. Using a few reliable student-centered learning formats consistently, so that students become familiar with them and do not require extensive instructions every time.

5. Incorporating technology such as Google Classroom, Google Docs, Google Forms, Google slides, and a host of web-based programs that allow for cooperative learning opportunities. (My school uses the GSuite for Education, and it is designed for collaboration.)

Ultimately, you must create a classroom environment where students feel safe and supported and willing to take a risk. I have to prioritize relationships with my students in order to foster the mutual respect that is required for these activities to be successful.

As I have learned more about creating opportunities for student-centered learning, I have become more comfortable with this type of instruction. It was something that took an adjustment on my part. Now, as an instructional coach, I find myself learning how to support teachers as they try to make those same adjustments. My hope is that younger teachers coming into the field will be more prepared for student-centered instruction, and a huge shift in perspective will not be required.

References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of 

educational goals (1st ed.). Longman Group.

 

Hattie Ranking: 252 Influences and Effect Sizes Related to Student Achievement. 

(2018) Visible-Learning.org.

 

Killian, S. (2015, June 17). 8 Strategies Robert Marzano and John Hattie Agree On. 

Evidence-Based Teaching.

 

Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson 

Education.