Workshop Description:
This session explored the theory of constructionism, a form of constructivism that emphasizes the actual creation of something as a driver for student learning and engagement. Ilan Danjoux discussed how having students create artifacts, models, or projects can lead to deeper engagement and understanding. Rather than saving creative tasks for the end of a unit, this approach uses creation as a starting point that motivates and guides learning.
Reflection:
What did you learn?
I learned that student creation isn't just a way to show what they've learned but that it can actually be the way they learn. Constructionism leverages student interest and intrinsic motivation by encouraging them to build, design, or produce something meaningful as part of their learning process.
How did you learn it?
IIan used examples from real classrooms, videos (Umbridge and Moody from Harry Potter), and a fun no-technology-allowed 8-square drawing activity to encourage us to brainstorm our ideas for how we can engage students in learning.
Why was the learning meaningful and significant?
This approach aligns with my belief in hands-on, student-centered learning. It challenges the traditional sequence of instruction and gives students more ownership of their learning. I found it empowering to think that students could be active participants from the very beginning of a unit, and I think students always enjoy creating something they can share and take ownership of, and be proud of.
How will you apply the learning to your future teaching?
I think it could be fun to begin a unit by incorporating constructionist strategies by designing lessons where students create something at the start of a unit. For example, in a grade 3 social studies unit, students might build a model community and use that model to explore roles, responsibilities, and geography throughout the unit, rather than just as a culminating task at the end of a unit.
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