Why is it important for the constructivist science teacher to develop trust with their students? Describe the constructivist teacher’s attitude towards their students. In a well-run constructivist science classroom, what does the teacher do before students pursue hands-on investigation? Describe a successful way of getting parents involved in the science education of their children. What are the essential elements of an outdoor leaning area?
Trust is prerequisite to a successful constructivist approach to teaching. Unfortunately, many students have an abiding distrust of their own ideas. Students are accustomed to the depository method of teaching whereby they absorb the knowledge dispensed by the teacher. This education process conditions students to stop thinking independently. Eventually they have so little trust in their own ideas that they fear voicing them in front of others. The root of such fear is a lack of affirmation by the significant adults in their lives that their thoughts are valuable. The younger the child, the less opportunity they have had to learn to trust adults outside the family. The teacher student relationship is typically the primary adult relationship outside the home. “The development of this trust in young children depends greatly on the children’s sense that they are understood, respected, and accepted” (Martin, pg. 385). The constructivist teacher demonstrates this trust through his/her daily actions. A teacher must start slowly in encouraging and moving his/her students a little at a time toward constructivist learning and guided inquiry. These structured inquiry-oriented activities enable children to begin to develop confidence in their own thought processes and to believe that their thoughts are valuable to the teacher.
The constructivist teacher believes that children are capable of investigating situations on their own and of applying critical thought. The constructivist teacher tells his/her students to question everything, that there are no dumb questions, and that there are no wrong answers. Constructivist classroom activities involve students devising and executing their own investigations to answer their own questions that arise from observations they make.
In a well-run constructivist classroom, it is essential that the teacher discuss the activity first, clarify directions, discuss science safety in general, and emphasize the importance of safety precautions prior to students beginning any hands-on investigation. Students are required to sign a Science Activities Safety Contract prior to investigation. The contract impresses upon students the importance of following rules of safety and conduct. Materials are distributed after all introductory work is completed and directions issued.
One successful way of involving parents in the science education of their children is family science activity modules. These modules consist of inexpensive materials, a book, and clear and simple directions for one or more activities that a child can do at home with his/her family. These modules are taken home by children and returned within a few days.
An outdoor learning area extends the science curriculum outside the school walls. Goals and objectives for the use of the outdoor learning area need to be established. The concept of the outdoor learning area needs to tie in well with what the students are learning in their science and environmental education program. It is important to involve interested faculty and administrators in its use, and to solicit the involvement of family members, parent teacher organizations, community organizations, and businesses to provide planning, needed materials, and financial assistance.
It's a shame that children are not encouraged to problem solve more on their own both in the classroom and out. Educators from early elementary on up need to adopt a way of teaching that encourage exploration in a safe environment. No idea is a bad idea. Recently a student doing research on Thomas Edison included this quote in his presentation: "I have not failed. I've just found 10,000 ways that won't work." I think that this way of thinking is motivational to students. Mistakes help us get closer to finding what works.
I like the idea of getting families involved in science education. One website I found, http://exploratorium.edu/index.html, had hands on activities for after school. The materials were easy to find and the site included video demonstrations of the activities. Students could do the experiments at home and then present the results to the class. Students could also become the experts on these activities and show the rest of the class how to conduct the experiment.
I also like the idea of an outside area for science. In one of the schools in my district there is a courtyard. When the third graders are learning about plant growth, they also plant a vegetable garden outside. Parent volunteers and community “Master Gardeners” help out. The project concludes with a salad party at the end of the year for the students and their families. I think this is a great way to connect what they are learning with real life. It is also a lot of fun for everyone involved.
I chose this chapter to respond to because soon enough we will all be creating our own classroom and I wanted to read more about different ways of doing this and making it unique for our students. I am glad that there are numerous ways to get parents involved, not only in science, but in other subjects as well. I think if the parents are informed about what is going on in school they can lend the support that some students may lack. This presence on the part of the parents will be motivating for the students and encourage them to tell their parents what they are learning and how they are learning in school. A constructivist teacher keeps the students on top of everything - from directions to the objectives. The students are aware of all aspects of the lesson and encouraged to ask questions and investigate things on their own. This leads the students to gain more independence in the classroom.
I agree with your opening paragraph Denise. Students are accustomed to the depository method of teacher. It is critical to praise and encourage children when learning. If a student has a strong self worth and respect for themselves it will only improve their relationship with their teacher and peers. Children need confirmation everyday that it is okay to be who they are. If a teacher provides a safe learning environment in their classroom students will more comfortable in taking “risks” in the classroom. In chapter 1 “no right answers-no wrong answers” is an awesome concept. This encourages student participation and a level of acceptance that we are all different, but yet the same. Participation from parents is a strong component in reinforcement in all subjects. As a teacher I will encourage student /parent activities in science. I would encourage participation in science fairs and bring in current events into my science lessons. For example, this unfortunate oil disaster we are experiencing can be discussed. Concept mapping could also be used to visualize the vast damage on our wildlife and marine life. Keeping science related to everyday life will show the importance of science.
Sabina Soloway June 8 I love the idea that trust is the paramount factor in developing a successful constructivist science classroom. Actually, I believe that trust is the cornerstone of any teacher-student relationship and the factor that will lead to success for both student and teacher in any academic setting. Students do have to be taught how to trust their own ideas, how to be able to take intellectual risks. This kind of environment takes time to build and nurture but is well worth the effort. There is nothing better than a classroom full of students who are eager to offer ideas and ask questions despite the possibility of being ‘wrong.’ In many cases, questions and answers that are not expected expand the lesson for everyone. The notion that constructivist teachers encourage students to devise and execute their own investigations to answer their own questions that arise from observations is very exciting. This reinforcement of curiosity feels particularly important in an era that is filled with input bombarding our children that can deaden their innate senses of curiosity. Having taught science lessons to children ranging in age from pre-K through 5th grade for many years, I can’t agree enough with the suggestion that teachers should plan thoroughly before the lesson is presented to the students and then clearly and concisely explain the directions and procedures before progressing to the activities and experiments. Children are often impulsive and can run amok relatively quickly when given too many materials without enough guidance. Being quick and having eyes in the back of your head doesn’t hurt either. Getting children outside to experience nature first hand is a definite necessity for children learning about the environment. It also demystifies elements of life that have sadly become disconnected from our daily experiences. Being outside tends to exhilarate children and to get their creative juices flowing. Creating an outdoor classroom or space or garden or experiment corner (anything, really) is not tremendously difficult and can provide students with countless learning opportunities. Field trips that support the curriculum can and should be included in the year’s activities, as well. I often think back to my own school experiences and to those of my children and remember the special, out of the ordinary experiences we had rather than the daily lessons in the classroom. The goal of creating memorable learning, therefore, is one that I will keep in the forefront of my science lesson plans.
The single most effective method in promoting classroom management and on-task behavior that I observed through all my past observations has been a positive teacher attitude. This lesson is also one which resonated as most important from my past coursework in this teacher education program. It is no surprise, then, to learn that it is also paramount in facilitating the constructivist and inquiry-oriented science methods that we are studying in this class. If students feel dignified and at-ease to be themselves in the classroom without fear of ridicule or shame, they will be more likely to take risks and participate in this inquiry based learning. I see the importance of establishing a trust of adults in students from an early age, as this trust is something that they will keep or miss throughout life. Additionally, through participation in a constructivist classroom, students will develop independence and self-esteem that will enable their life-long success within and outside the classroom.
I was glad to see that thoroughly explained instructions and safety precautions and the inclusion of a safety contract that all students are required to sign are stressed. In a hands-on science classroom where students are encouraged to embark on their own paths of experimentation, there is no way of predicting what processes the students will choose, so I think it is imperative to give them well established guidelines that they are held accountable for. By providing students with the knowledge of how to practice science safely and a sense of personal responsibility, students may be less likely to act on impulse.
Considering the fact that students need a trusting relationship in their environment in order to feel safe enough to actively participate in an inquiry-oriented science method, I see the inclusion of parent/student and outdoor activities as especially effective tools for teachers to utilize in order to facilitate students' learning to trust themselves and pursue science in this way. Students have a pre-existing trusting relationship with their families, so working on science activities with them could alleviate some of the anxiety or self-doubt students may encounter in a classroom where they may not yet feel comfortable. I also think there is a degree of openness and ease that comes from being outdoors that everyone feels, especially children. Outdoor activities will be more dynamic, nurture the students' creativity, and encourage them to “be themselves”. Additionally, I believe that incorporating outdoor activities will also make science more relevant and meaningful to students, important factors in assuring interest, active involvement, and academic success.
Denise opening statement is paramount…. As Sabina confirms, trust is the most important aspect to constructivist teaching and bigger yet… all learning! If the brain is in a frightened mode, it will not process information freely. Christine makes a nice connection to chapter one about the “no right answers.” Life is not a matter of absolutes and we can’t make education follow a non-organic path. Likewise, the teacher must believe in the child or they will sense this mistrust and it will stand in the way of deep, true, learning. I see many benefits to the outdoor learning area. First, it demonstrates that learning does not just occur in the walls of the classroom. It also provides the students with a link to nature. As Sabina describes, these are the memorable, lasting lessons!
Margaret makes good points about kids as self problem solvers - this is one of the most important skills we can promote. The Edison quote is perfect! How nice to have a science courtyard! Lisa brings out an important aspect of education… the parent connection! ~Rosalie
Why is it important for the constructivist science teacher to develop trust with their students? Describe the constructivist teacher’s attitude towards their students. In a well-run constructivist science classroom, what does the teacher do before students pursue hands-on investigation? Describe a successful way of getting parents involved in the science education of their children. What are the essential elements of an outdoor leaning area?
ReplyDeleteTrust is prerequisite to a successful constructivist approach to teaching. Unfortunately, many students have an abiding distrust of their own ideas. Students are accustomed to the depository method of teaching whereby they absorb the knowledge dispensed by the teacher. This education process conditions students to stop thinking independently. Eventually they have so little trust in their own ideas that they fear voicing them in front of others. The root of such fear is a lack of affirmation by the significant adults in their lives that their thoughts are valuable. The younger the child, the less opportunity they have had to learn to trust adults outside the family. The teacher student relationship is typically the primary adult relationship outside the home. “The development of this trust in young children depends greatly on the children’s sense that they are understood, respected, and accepted” (Martin, pg. 385). The constructivist teacher demonstrates this trust through his/her daily actions. A teacher must start slowly in encouraging and moving his/her students a little at a time toward constructivist learning and guided inquiry. These structured inquiry-oriented activities enable children to begin to develop confidence in their own thought processes and to believe that their thoughts are valuable to the teacher.
ReplyDeleteThe constructivist teacher believes that children are capable of investigating situations on their own and of applying critical thought. The constructivist teacher tells his/her students to question everything, that there are no dumb questions, and that there are no wrong answers. Constructivist classroom activities involve students devising and executing their own investigations to answer their own questions that arise from observations they make.
In a well-run constructivist classroom, it is essential that the teacher discuss the activity first, clarify directions, discuss science safety in general, and emphasize the importance of safety precautions prior to students beginning any hands-on investigation. Students are required to sign a Science Activities Safety Contract prior to investigation. The contract impresses upon students the importance of following rules of safety and conduct. Materials are distributed after all introductory work is completed and directions issued.
One successful way of involving parents in the science education of their children is family science activity modules. These modules consist of inexpensive materials, a book, and clear and simple directions for one or more activities that a child can do at home with his/her family. These modules are taken home by children and returned within a few days.
An outdoor learning area extends the science curriculum outside the school walls. Goals and objectives for the use of the outdoor learning area need to be established. The concept of the outdoor learning area needs to tie in well with what the students are learning in their science and environmental education program. It is important to involve interested faculty and administrators in its use, and to solicit the involvement of family members, parent teacher organizations, community organizations, and businesses to provide planning, needed materials, and financial assistance.
Denise Sparacio
It's a shame that children are not encouraged to problem solve more on their own both in the classroom and out. Educators from early elementary on up need to adopt a way of teaching that encourage exploration in a safe environment. No idea is a bad idea. Recently a student doing research on Thomas Edison included this quote in his presentation: "I have not failed. I've just found 10,000 ways that won't work." I think that this way of thinking is motivational to students. Mistakes help us get closer to finding what works.
ReplyDeleteI like the idea of getting families involved in science education. One website I found, http://exploratorium.edu/index.html, had hands on activities for after school. The materials were easy to find and the site included video demonstrations of the activities. Students could do the experiments at home and then present the results to the class. Students could also become the experts on these activities and show the rest of the class how to conduct the experiment.
I also like the idea of an outside area for science. In one of the schools in my district there is a courtyard. When the third graders are learning about plant growth, they also plant a vegetable garden outside. Parent volunteers and community “Master Gardeners” help out. The project concludes with a salad party at the end of the year for the students and their families. I think this is a great way to connect what they are learning with real life. It is also a lot of fun for everyone involved.
I chose this chapter to respond to because soon enough we will all be creating our own classroom and I wanted to read more about different ways of doing this and making it unique for our students. I am glad that there are numerous ways to get parents involved, not only in science, but in other subjects as well. I think if the parents are informed about what is going on in school they can lend the support that some students may lack. This presence on the part of the parents will be motivating for the students and encourage them to tell their parents what they are learning and how they are learning in school.
ReplyDeleteA constructivist teacher keeps the students on top of everything - from directions to the objectives. The students are aware of all aspects of the lesson and encouraged to ask questions and investigate things on their own. This leads the students to gain more independence in the classroom.
I agree with your opening paragraph Denise. Students are accustomed to the depository method of teacher. It is critical to praise and encourage children when learning. If a student has a strong self worth and respect for themselves it will only improve their relationship with their teacher and peers. Children need confirmation everyday that it is okay to be who they are. If a teacher provides a safe learning environment in their classroom students will more comfortable in taking “risks” in the classroom. In chapter 1 “no right answers-no wrong answers” is an awesome concept. This encourages student participation and a level of acceptance that we are all different, but yet the same. Participation from parents is a strong component in reinforcement in all subjects.
ReplyDeleteAs a teacher I will encourage student /parent activities in science. I would encourage participation in science fairs and bring in current events into my science lessons. For example, this unfortunate oil disaster we are experiencing can be discussed. Concept mapping could also be used to visualize the vast damage on our wildlife and marine life.
Keeping science related to everyday life will show the importance of science.
Sabina Soloway
ReplyDeleteJune 8
I love the idea that trust is the paramount factor in developing a successful constructivist science classroom. Actually, I believe that trust is the cornerstone of any teacher-student relationship and the factor that will lead to success for both student and teacher in any academic setting. Students do have to be taught how to trust their own ideas, how to be able to take intellectual risks. This kind of environment takes time to build and nurture but is well worth the effort. There is nothing better than a classroom full of students who are eager to offer ideas and ask questions despite the possibility of being ‘wrong.’ In many cases, questions and answers that are not expected expand the lesson for everyone.
The notion that constructivist teachers encourage students to devise and execute their own investigations to answer their own questions that arise from observations is very exciting. This reinforcement of curiosity feels particularly important in an era that is filled with input bombarding our children that can deaden their innate senses of curiosity.
Having taught science lessons to children ranging in age from pre-K through 5th grade for many years, I can’t agree enough with the suggestion that teachers should plan thoroughly before the lesson is presented to the students and then clearly and concisely explain the directions and procedures before progressing to the activities and experiments. Children are often impulsive and can run amok relatively quickly when given too many materials without enough guidance. Being quick and having eyes in the back of your head doesn’t hurt either.
Getting children outside to experience nature first hand is a definite necessity for children learning about the environment. It also demystifies elements of life that have sadly become disconnected from our daily experiences. Being outside tends to exhilarate children and to get their creative juices flowing. Creating an outdoor classroom or space or garden or experiment corner (anything, really) is not tremendously difficult and can provide students with countless learning opportunities. Field trips that support the curriculum can and should be included in the year’s activities, as well. I often think back to my own school experiences and to those of my children and remember the special, out of the ordinary experiences we had rather than the daily lessons in the classroom. The goal of creating memorable learning, therefore, is one that I will keep in the forefront of my science lesson plans.
The single most effective method in promoting classroom management and on-task behavior that I observed through all my past observations has been a positive teacher attitude. This lesson is also one which resonated as most important from my past coursework in this teacher education program. It is no surprise, then, to learn that it is also paramount in facilitating the constructivist and inquiry-oriented science methods that we are studying in this class. If students feel dignified and at-ease to be themselves in the classroom without fear of ridicule or shame, they will be more likely to take risks and participate in this inquiry based learning. I see the importance of establishing a trust of adults in students from an early age, as this trust is something that they will keep or miss throughout life. Additionally, through participation in a constructivist classroom, students will develop independence and self-esteem that will enable their life-long success within and outside the classroom.
ReplyDeleteI was glad to see that thoroughly explained instructions and safety precautions and the inclusion of a safety contract that all students are required to sign are stressed. In a hands-on science classroom where students are encouraged to embark on their own paths of experimentation, there is no way of predicting what processes the students will choose, so I think it is imperative to give them well established guidelines that they are held accountable for. By providing students with the knowledge of how to practice science safely and a sense of personal responsibility, students may be less likely to act on impulse.
Considering the fact that students need a trusting relationship in their environment in order to feel safe enough to actively participate in an inquiry-oriented science method, I see the inclusion of parent/student and outdoor activities as especially effective tools for teachers to utilize in order to facilitate students' learning to trust themselves and pursue science in this way. Students have a pre-existing trusting relationship with their families, so working on science activities with them could alleviate some of the anxiety or self-doubt students may encounter in a classroom where they may not yet feel comfortable. I also think there is a degree of openness and ease that comes from being outdoors that everyone feels, especially children. Outdoor activities will be more dynamic, nurture the students' creativity, and encourage them to “be themselves”. Additionally, I believe that incorporating outdoor activities will also make science more relevant and meaningful to students, important factors in assuring interest, active involvement, and academic success.
Chapter 9 Comments:
ReplyDeleteDenise opening statement is paramount…. As Sabina confirms, trust is the most important aspect to constructivist teaching and bigger yet… all learning! If the brain is in a frightened mode, it will not process information freely. Christine makes a nice connection to chapter one about the “no right answers.” Life is not a matter of absolutes and we can’t make education follow a non-organic path. Likewise, the teacher must believe in the child or they will sense this mistrust and it will stand in the way of deep, true, learning. I see many benefits to the outdoor learning area. First, it demonstrates that learning does not just occur in the walls of the classroom. It also provides the students with a link to nature. As Sabina describes, these are the memorable, lasting lessons!
Margaret makes good points about kids as self problem solvers - this is one of the most important skills we can promote. The Edison quote is perfect! How nice to have a science courtyard! Lisa brings out an important aspect of education… the parent connection!
~Rosalie