The Brady Brothers Series: " Race to the Top"

Race to the Top: Passive or Active Learning

Race to the Top: The Unaddressed Problem

Race to the Top: Information Overload

Race to the Top: Looking at Standards

Race to the Top: To What End?

Download Connections: Investigating Reality

Diving In

There is an excellent review by Sarah Sutter on EduEyeView on her experiences of being thrown into a constructivist environment.

CMK08 Start Swimming: Constructivist Lego/Logo PD

Walking the Talk

Recently a new type of conference called Constructing Modern Knowledge premiered in New Hampshire. Sarah Sutter of EduEyeView attended and gives an excellent review of this novel experience. Iconoclast Gary Stager was the organizer and promoter of this "hands-on" dive-right-in experience.

Photo Credit

“Become the change you wish to see in the world."

~ Mahatma Gandhi

TelstarToo Session: Learning Models & Graphics

TelstarToo Group will be meeting today at the Crescent Park School in Bethel to investigate learning models and to work with graphics.

Agenda:

Sign-in, Connectivity

Visual Thesaurus
Gliffy
Online Whiteboard



Activity: Save Fred

Culture Wars: Ideology and Education

eMINTS Constructivism Resources
Constructivism Resources
Instructivism Resources
Inquiry Resources
Six Principles of Constructivism
Constructivism in the Technology Classroom
Instructivism vs. Constructivism at Learning in Maine
Constructivism, Instructivism, and Related Sites

Technology Standards

ISTE NETS
Grappling's Technology & Learning Spectrum
Maine's Roadmap

Graphics

Clipart Links at LIM Resources Wiki
Photo Resources at Resources for Maine Teachers
Vector vs. Bitmap
Vector vs. Bitmap - An Introductory Guide
Appleworks Drawing vs. Painting
Inkscape vs. Gimp (Open-source Applications), Seashore
Photoshop vs Illustrator
OS X Pages
Tux Paint

Closing

Adult Ed Project Learning at Sanford

I spent Wednesday afternoon with Margie Genereux and her advanced applications adult education class. Students had already developed skills in Word, Excel, Powerpoint, Publisher, Paint, and a number of other applications. In this advanced class, they were collaboratively working on developing the groundwork for a Sports Bar/Recreation Facility, making use of the tools they had learned, sharing and helping one another in pushing those skills to a higher level using the project as a focus. The motivation, energy and enthusiasm that comes through working in real-world projects was obvious. Love it!

We will be publishing their work here when it is completed. It involves floor plans, brochures, award certificates, emergency information, buying spreadsheets, job applications, menus, schedules, daycare information, a website, etc.

Margie explained that the adult ed teachers at SCAE (Sanford Community Adult Education) were involved in a PLC that is focusing on a more constructivist approach in working with adult learners. She introduced me to Best Practice: Standards for Teaching and Learning in America's Schools by Zemelman, Daniels and Hyde. The book is now on my must-buy list. It is about education in general, not just applying to adult education needs. I highly recommend it for groups involved in this kind of work.

Margie expertly introduced new possibilies to the class as the need occurred. Optional tools for those who could not afford Office: StarOffice, OpenOffice, Google Apps.

I loved one of Margie's quotes regarding using instructivism alone: "It's like following someone to a wedding . . . you'll never be able to get there again!"

Related links:

Constructivism
Instructivism
Constructivism vs Instructivism
Project-based Learning
Inquiry Learning
Essential Questions
Jim Moulton's Wiki on Project-based Learning
Educational Games Research: Constructivism vs Instructivism

Taking a Closer Look at WebQuests

Our Bethel Group 1 session convened on Monday for a look at constructivism, instructivism, and the WebQuest model. The idea was to get a taste of what is out there and to understand the philosophical underpinnings. You can find the agenda here.

I talk too much . . .

I talk too much. No question about it.

Part of it is fearing that others will think I'm not earning my pay unless I'm presenting. Now . . . I really know better . . . but . . .

Tonight I asked my eMINTS group to pick a topic that they teach and then gather resources for it, giving them some suggested links to use. Pure Web 1.0. We spent about 45 minutes on this until our evening meal of stuff shells was ready. (We have great cooks in this group).

After eating, everyone shared something about what they had found. I asked if this was worthwhile time and was surprised at the intensity of the response in favor of this "personal" time. Teachers need time to connect to their own work. We all do. Constructivism applies to everyone. We need time for connections!

Why is it that I have to keep re-learning this lesson?

I'll be quiet now ... .... .... ... . :)

Constructivism Resources
Piaget Resources
Dewey Resources

Constructivism vs. Instructivism

"The two principles, freedom and discipline, are not antagonists, but should be so adjusted in the child’s life that they correspond to a natural sway, to and fro, of the developing personality."

~Alfred North Whitehead

Our whole American culture seems to be in two separate camps over so many issues, amplified by the instantaneous national news media. In the education field, there is the instructivist/constructivist divide, each side totally sure that they possess the final truth. Statistics are skewed to whatever a particular group wants to represent. Examples are cherry-picked in order to prove a point. Rather than discuss and collaborate, there is finger-pointing and one-sided presentations.

Statement: Sanctimonious, self-righteous behavior is part of the problem. There is a need for real and well-thought-out conversations with those with whom we disagree.

We have to be careful with sound bites. Let's take one that's close to home and has had a long run: "It's all about the learning." I sense that the slogan has been very valuable in pointing out the emphasis on engaging student learning, but the problem - as I see it - is that the slogan has not been examined completely. I suspect there just might be some confusion. What does it actually mean? Slogans will only take us so far. It is time for clarity.

Of course, we all know that technology is not just hardware and software. It is also human ideas and inventions of all sorts. It is a structure or form which allows us to create and construct. Sometimes there is confusion in distinguishing the difference between didactic teaching and directed teaching. Teaching applications is seen by some as didactic teaching in a traditional "sage-on-the-stage" manner. A very narrow view, in my humble opinion.

To me, the idea that it is an either/or decision is incorrect. It is a completely false dichotomy. Instructivism and constructivism need each other. The issue is whether a tool is taught with application to real problems . . . or not. Basic skills need to be learned somehow, whether that be "just-in-case" or "just-in-time". My personal preference is "just-in-time" but I don't question that the skills are necessary.

If I have a music teacher who teaches me only notes and scales on my clarinet and never allows me the opportunity to create and perform, then that is not a good use of "technology." But if am able to make use of the skills, drills, and wisdom that the teacher gave me. . . to strut my stuff, then we have success.

On the other hand, suppose the football coach doesn't teach me the tools and disciplines necessary to play good football. Do you suppose we will have a chance of winning the game?

If we have a computer lab where the teacher only teaches computer parts and programs, etc., with no connection to solving real problems, then we have a problem. If, however, the teacher teaches the tools and at the same time engages the kids with possibilities and has them create products that relate to their lives, then we have good stuff happening.

Teaching tools opens up opportunities to create. Instructivism and constructivism can co-exist . . . in fact must both be part of a good pedagogy. Creation without form leads to chaos. Form without freedom leads to boredom and apathy.

Final assertion: Good teachers use some combination of both. Better that we disagree on the best combination and the relative placement in the lesson plan and/or curriculum than the actual need for both.

Here are some links:

Constructivism Resources
http://region6.mainelearns.org/Constructivism.html

Instructivism Resources
http://region6.mainelearns.org/instructivism.html

Constructivism, Instructivism, and Related Sites

Grappling's Technology & Learning Spectrum
http://www.bjpconsulting.com/files/MAPPSpectrum.pdf

Agree? Disagree? Your thoughts? :)