21st Century Learning - Activities & Assessments

Activate Background Knowledge -  Based on what you may already know and/or the word itself, what can you tell the group about Constructivism? Learners will respond individually and then to each other in a written Discussion Board format.

Museum Walk - small groups working through and discussing information on the theorists and their work, looking for similarities and differences in their approaches and outcomes. 

• Lev Semyonovich Vygotsky (1896 – 1943)

• Jean Piaget (1896 – 1980)

• John Dewey (1859 – 1952)

• Jerome Seymour Bruner (1915 – 2016)

Think/Pair/Share - each learner will reflect on the work of the theorists individually, using a Mind Map. Students will then partner up to review the thoughts generated individually, updating their own work as new perceptions are explored, accepted or discarded. Finally, pairs will share out to the group, thus the class will create an overview of the theorists and their work.

Opposing viewpoints in Constructivism

Although many practitioners believe the greatest benefit lies in learners constructing their own knowledge in a unique and individual manner, others believe this is a path to madness. Defend or refute one of the statements below, using at least 3 scholarly references to support your opinion.

“Point: [Constructivism] holds that learning is infinite and not subject to the sorts of analyses favored by objectivists except in the most trivial cases [emphasis added]... The role of education in a constructivist view is to show students how to construct knowledge, to promote collaboration with others to show the multiple perspectives that can be brought to bear on a particular problem, and to arrive at self-chosen positions [emphasis added] to which they can commit themselves, while realizing the basis of other views with which they may disagree.

Counterpoint: [C]onstructivists argue that specific learning objectives are not possible--that meaning is always constructed by, and unique to, the individual; that all understanding is negotiated. Do we want students to have a “self-chosen position” with regard to the sound of letters in learning to read? Do we want students to have a “self-chosen position” about the meaning of the integers. ... Do we want drivers to have a “self-chosen position” about the meaning of a red light? ... The trivial case is not so trivial. To dismiss so casually the objective case is perhaps the greatest danger of radical constructivism” (itma.vt.edu).

The framework of the course is such that a great deal of formative assessment will be provided to each individual from peers through face-to-face discussion and written responses. The instructor will also comment on Discussion Board posts in a manner that motivates learners to keep digging deeper. 

The Museum Walk, too, is assessed formatively by peers and through self-reflection. Knowledge generated through these activities will be used to create a Mind Map. Mind Maps will be assessed by the instructor with individualized and timely feedback.

Opposing Viewpoints is a summative assessment activity. Learners will demonstrate their mastery of Constructivist principles by using scholarly references to defend or refute one of the statements. 

Metacognition -  Students will reflect on their understanding thus far, identifying the skills needed to develop in order to improve. 

Reflection - Concisely summarize what you have read and learned in this unit. Consider the following questions to frame your summary.

• Which constructivist instructional methods lend themselves best to your target audience?

• How might an educator measure learners' mastery in the constructivist-based learning environment?

• What is your position on Constructivism at this point in time, and how does it align with your worldview of education in general?