Chapter 8: Student-Centered and Constructivist approaches to Instrution

 

Description:

  Chapter eight discussed the constructivist ideals as they relate to student-led or student-centered learning. Throughout the chapter, the author highlighted key contributors to the constructivist movement, focusing on Vygotsky (Slavin, 2018). Slavin details many of Vygotsky’s ideas and how they relate to the theories centered around the influence social and peer relations to have on student learning and achievement (2018).

         Further, into the chapter to the chapter, the author expounds on how student-centered activities can be taught and used in various subject contents and various grouping strategies teachers can consider when creating cooperative groups. During this portion, Slavin provides guidance on how to better construct and manage cooperative groups by researching what makes a successful group.  

         The middle and end of the chapter focus mainly on the various information processing and thinking skills that students need to be taught. Slavin outlines the various key features of problem-solving, creative problem-solving, and thinking skills. The author also points out how teachers can better integrate and promote the development of these skills. 

 

Analysis:

 Chapter eight opened with an introduction of constructivism and what those principles mean for student roles in learning. Slavin proposes that based on constructivist philosophies, students are responsible for constructing their own knowledge, whereas teachers step back and facilitate the process (2018). Teacher’s roles are focused on providing enriching opportunities that afford students the chance to discover and explore content (Slavin, 2018). Constructivist approaches or student-centered approaches demand that students become skilled in persistently analyzing information and altering their own thoughts, perceptions, and applications of skills as they learn or experience new things (Slavin, 2018). 

         Slavin visits highlights two main contributors of this movement, Piaget and Vygotsky. The author discusses the impact Vygotsky’s work with social learning and his idea of the “zone of proximal distant” has had on the development of the constructive approach (Slavin, 2018). Vygotsky insists that students benefit from productive peer exchanges due to the idea that, “In cooperative groups, children can hear this inner speech out loud and learn how successful problem-solvers are thinking through their approaches” (Slavin, 2018, p. 189). This metacognition is a hallmark of increased problem-solving and critical thinking skills. Continuing with Vygotsky’s ideas, Slavin describes the zone of proximal distance, knowing a student’s frustration level and independent work level and creating learning opportunities within this range to promote learning and collaboration among peers(2018). Vygotsky developed the idea of cognitive apprenticeship, a term that marries the concept of using diverse cooperative grouping techniques to create an environment where students learn from each other’s experiences, thoughts, and the zone of proximal distance, which embodies the philosophy of constructivism (Slavin, 2018). Later on in the chapter, Slavin introduces Vygotsky’s vision of mediated learning, where scaffolding is often found (2018).

         Deeper into the chapter, Slavin beings to discuss the facets of student-centered learning. First, Slavin introduces the idea of top-down processing. This is a concept where students do not learn skills then attack a complex problem; instead, students begin learning a new concept by first working through a complex or authentic problem (Slavin, 2018). During this process, the educators’ roles are to support students in the development of skills that will lead to the solution of the complex problem (Slavin, 2018). 

         The second leg of constructivism discussed by Slavin is peer interaction. As previously discussed, positive and productive peer exchanges are the foundation upon which social learning and constructive principles are built (Slavin, 2018). When established and managed correctly, these collaborative groups can serve as a community for learners where individual misconceptions are realized and adjustments are made to propel learning (Slavin, 2018). With this idea, Slavin launches into the benefits of discovery learning practices. These are learning opportunities that students participate in that require active exploration and investigation (Slavin, 2018). Even though this concept is applicable in many content areas, engages student curiosity, and promotes problem-solving, “…discovery learning can lead to errors and waster time” (Slavin, 2018, p. 192). Therefore, Slavin suggests the implementation of “guided discovery” (Slavin, 2018). 

         One of the pillars of the constructivist principles is students will ultimately internalize various strategies, know when to effectively implement the strategies, and exude persistence and motivation regarding learning (Slavin, 2018). 

         As the chapter begins to close, Slavin presents various examples of how student-centered activities would look across multiple content areas. Nearly all strategies and examples that Slavin included for mathematics, reading, and writing were centered in modeling or hands-on activities, small collaborative groups working to discuss approaches or strategies to problems, as well as using peer’s feedback to launch and guide further learning (Slavin, 2018). In each of these instances, the student roles are active and engaged in multiple levels of each activity (Slavin, 2018). This continues when Slavin addresses the science content. Here, Slavin emphasizes teachers integrating discovery learning and previous activities to help create a student-centered learning environment (2018). 

         Moving forward, Slavin discusses the implementation of cooperative groups at various levels of learning, activities, and content. Cooperative groups can vary in number of students and skill level; however, Slavin points out that these members are often explicitly taught various cooperative or twenty-first- century skills that promote effective peer interactions such as communication skills, metacognitive skills, and proper giving and receiving of criticism, and conflict resolution skills (2018). 

         Slavin continues his discussion on cooperative groups by highlighting group formation strategies such as TGT (team-games-tournament) and the STAD (student-teams-achievement-division) (Slavin, 2018). key programs and activities such as the CIRC, where students work in teams to practice and hone various reading skills (2018). Slavin further provides examples of activities and cooperative grouping methods where he highlights each strategy’s key features and usages (2018). After detailing various activities and methods, Slavin quickly points out that the research on cooperative groups revealed that successful groups must have clear learning goals, be motivated by reward or praise that promotes students’ helping of peers, and individual accountability (Slavin, 2018). 

         Moving forward, Slavin discusses various strategies an educator may employ to help teach students to problem-solve. Summarizing this section, Slavin maintains that students must experience a wide range of authentic problems, learn how to peel away distracting information, and create a visualization or representation of the problem to learn how to transfer their skill to more real life situations (Slavin, 2018). 

         The second set of skills Slavin discussions is creative problem-solving skills. These skills differ from general problem solving in that these problems do not always require a linear and methodical approach (Slavin, 2018). To teach and facilitate creative problem-solving, Slavin suggests that educators first create a safe environment where students are not fearful of mistakes and willing to be vulnerable in the learning process (2018). Once the environment is created, teachers should present students with problems that intrigue or activate their curiosity (Slavin, 2018). Once these problems are present, educators should help teach students to pause, reflect, and consider various avenues to arrive at their solution (Slavin, 2018). During this phase, “brainstorming” should occur (Slavin, 2018). Feedback is another critical piece of the creative problem-solving process (Slavin, 2018). Feedback should be given in a constructive way at all levels and stages of learning (Slavin, 2018). 

         Slavin ends the chapter by discussing the importance of teaching thinking and critical thinking skills to students and how presenting opportunities to practice them each day is vital to student success (2018). The classroom environment is key, yet again to facilitating student thinking (Slavin, 2018). Critical thinking requires unique approaches and strategies. Teachers should promote these thought processes and encourage students to share their strategies and methods rather than provide simple “correct/incorrect” feedback.  

 

Reflection:             

            I believe that the constructivist approach is the closest educators can get to imitating the true nature of learning as it relates to humans and communities. I believe the industrialization of our nation in the past and the need for workers divided and removed teachers and learners from the instinctual way in which we naturally learn and apply our knowledge.

            I believe that classrooms and policymakers should revisit constructivist ideologies and principles and consider various reform policies to reflect the research that has been done relating to using cooperative groups and collaborative experiences. As an educator, cooperative experiences are difficult for me to conduct in it’s true nature due to the fact that my students lack so many skills that are needed in order to maintain larger cooperative efforts. I do my best to teach conversational skills using discussion starters or stems. However, by largest issue is conflict resolution skills and giving/using constructive feedback. I have had group activities crumble because students were unable to acknowledge or accept their peers approaches and feedback. These experiences taught me many things about how to manage groups, but the Slavin discusses the importance of organizational and conversational skills among group members. Therefore, I would like to think that with each experience I learn more about how to better support my students before groups run into issues.

      I would like to say, that I have had successes with cooperative groups as well. Math content is easier than science regarding collaboration and discovery. Students are more willing to model, take risks, and assist their peers in math. However, I can’t help but wonder in student’s lack of experience in science contributes to some of the barriers we experience in our group work. I do know that the solutions and answers in science are less obvious which is difficult for students.

            Moving forward, I will continue to use student-centered learning. However, I need to learn more about how to effectively integrate cooperative groups and support students in all content areas. I think my use of “Math Talk” and “Science Talk” chart have been helpful as well as feedback graphic organizers. However, I want to learn how to motivate students and help develop them into self-regulated learners. I also want to be more effective in creating inquiry and discovery opportunities because I truly feel they are meaningful and necessary experiences for students.

 

 

Reference:

Slavin, R. E. (2017). Educational Psychology. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780134524177/