- knowledge is constructed from experience
- learning is a personal interpretation of the world
- learning is an active process in which meaning is developed on the basis of experience
- conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning
- learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity(Merrill, 1991, in Smorgansbord, 1997)
Based on the above, and the recommendations presented by Pitler, Hubbell, Kuhn, and Malenoski in “Using Technology with Classroom Instruction that Works” educational technology can be implemented in the language classroom through resources such as spreadsheet software, data collection tools and web resources. The web based resources mentioned include NASA Science Files Problem Board, NOVA Building Big, Pilmonth Plantation’s You Are the Historian, Primary Access, by Kids for Kids: How to Invent, Invention Web Resources, and ExploreLearning, among others.
The above are excellent sources for implementing project/problem/inquiry based learning in the EFL classroom. Dr. Michael Orey explains that an important issue in the Constructionist learning theory is that students learn best when they build an external artifact that may be shared with others (Laureate Education, Inc., 2009).
There are many advantages found in implementing educational technology and a constructivist/constructionist approach in a project/problem/inquiry based learning EFL/ESL learning environment such as the use of authentic materials providing students with topics of interest that will become central to their project work. Through project work students become active participants in a collaborative effort and written and oral production of the target language.
Miriam
References:
Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2009). Program number 7.
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Merrill, M. D. (1991). Constructivism and instructional design. Educational Technology, May, 45-53.
Hi Miriam,
ReplyDeleteI have mentioned before how 25% of my students are migrant children from Mexico. These kids absolutely love project based learning and alternative assessments because it gets them away from the standard assessments that they usually struggle with. By creating projects, students who are not great with the English language are able to express their knowledge of content without losing things in translation. We do a lot of simple things like creating collages, drawing cartoons, or creating powerpoints in which these students really excel! My ELL students are always excited about these alternative assessments, and while we still need to prepare for the state assessments, this at least gives them the chance to showcase some of their talents.
Even though my students are not ELL or ESL students, they love project-based learning. It helps give them some reasons behind what we are learning and that in turn gets them to better understand the concept. I work with special education students and I have said many times how similar it seems that Sped students and ESL students learn.
ReplyDeleteDear Michael and Kristin,
ReplyDeleteI think it is wonderful that you are using project-based learning with your ESL/EFL and Sped students.
We started working with projects at our school approximately six years ago. At the end of the semester we have feeback sessions. During these meetings I have perceived that most teachers agree that PBL helps build students’ confidence and at the same time improves upon content learning, cognitive abilities and communication skills.
Miriam