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Constructivist classroom realities
1. Overview and Analysis ofThe Realities of Being a Student in a Constructivist High Schoolby Joseph C. Senese Slideshow prepared by David Jarrett
2. Background This is a British Literature class at an Illinois high school during the fall of 1999. The instructor is, for the first time, attempting to use Constructivist principles in teaching this class. Outside assessors will be reviewing the class’s progress.
6. A Temporary Return to Traditionalist Principles The Teacher Uses Traditionalist Principles to try to Scaffold the Constructivist Classroom The teacher starts daily lessons starting the third week The class chooses to start with Joseph Conrad’s “Heart of Darkness” Students still set their own deadlines Students share their own personal interpretations of Conrad’s work.
7. The Class is Back on Track The Teacher breaks away from Traditionalist methods, and starts to let the class take over The teacher starts to let students form their own groups Individual Position Papers are sent to English Professors around the country. Around 33% of students receive a response The Teacher starts to act as a guide again The Teacher assigns grades each quarters based on the student’s self-assessment
8. Continuing Issues Students do not place the same value on a self-assigned task as a teacher-assigned task. Students need assistance in learning to problem solve. Many students start using the period to do homework for other classes, socialize, or even play computer games.
9. The Final Four Weeks Students create a class curriculum for future students taking the class Students decide to describe the created curriculum, edit their previous work to support their curriculum, and publish their curriculum on a dedicated web site. Students presented their curriculum to an invited panel of university professors, English teachers and school administrators.
10. Lessons Learned As initially suggested by Airasian and Walsh (1997), a substantial amount of time was needed for the class participants to learn their roles in a constructivist classroom. In this case, the initial two weeks were ‘lost.’ Also as initially suggested by Airasian and Walsh(1997), more time was spent on any one subject in this classroom than in a traditional classroom A majority of the class felt that this class was more instructive and enjoyable than a traditional class
11. Bibliography Airasian, P. & Walsh, M. (1997), Constructivist Cautions, Phi Delta Kappan, 78(6), 444-449 Senese, J. (2003, April), The Realities of Being a Students in a Constructivist Classroom, Paper Presented at the American Educational Research Association Annual Meeting, New Orleans, LA
