Background of This Post
After spending some time examining and re-studying learning theories (let’s face it educators, we will never stop hearing about Vygotsky, Skinner, Piaget, etc. – has “Bloom” become a verb yet? I feel like it is quite understandable to “Bloom” that question or “Bloom” that lesson.), I have been asked (in CEP 811) to consider the synthesis of “Making” and learning theories in the context of a classroom activity. In simpler terms, this post is intended to outline the use of a maker kit in a classroom activity and defend the activity with a discussion on learning theories.
The Activity
I have not spent a great deal of time “making” myself, yet. I don’t quite enjoy the acting out of the process as much as I do the thinking part of the process. Considering the possible applications and implications is much more my interest than actually trying them. I am a theoriest and idealist by nature and practice, but I am trying to break out.
My activity idea, as outlined in greater detail below, is an extension of a previous idea I began to consider. The essence of my thinking can be summed up in a guiding question which I will use to better focus my intentions.
How can the process of “making” best enhance the demonstration of content knowledge?
The activity designed based on this question would be simple when performed in isolation but can also be used in a greater context within a unit or lesson or project. For the purpose of this post, I will title the activity “Making Proof.”
MAKING PROOF
Purpose: in this activity, students will demonstrate their knowledge of a particular topic through the use of the Squishy Circuits maker kit.
Description: While studying a unit in Aviation History, students will be asked to create a model using the maker kit that depicts some aspect of a topic learned about in that unit. The activity will involve three primary steps, outlined below: (1) creation of the model, (2) peer guessing and feedback activity, and (3) brief written description and reflection.
STEP 1: Create a Model
– In the first step, students must select a topic about which to create a model using the squishy circuits maker kit. The topic must be relevant to that unit.
– Students, once selecting a topic, will create a model using as much or as little of the maker kit as desired to demonstrate in as much detail as necessary the topic of choice.
– Students will be alotted no more than 1 class period to create the model.
STEP 2: Peer Sharing
– Once the model is made, students will switch with a partner and perform a “guessing” game of sorts.
– The goal is to guess what topic the model is demonstrating without being told by its creator (this can be done in only one round or in multiple rounds within a group, each group member noting his/her guess on a form or paper).
– When the guesses have all been submitted, the students will then reveal the correct topic and provide an explanation of how and why that model demonstrates the topic.
– At this time, classmates will be given an opportunity to provide feedback (noting something positive about the model and the topic THEN something constructive about how the maker could have better demonstrated that topic).
STEP 3: Reflection
– For a final step, each student will compose a reflection on the process of making the model and the peer sharing activity. This reflection should focus on whether the model accurately demonstrated the desired topic and how the maker could have improved the depiction.
– Along with the reflection, students will include a written description including (1) the topic demonstrated, (2) a brieft explanation about how the model demosntrates the topic, and (3) a list of which topic(s) the classmate(s) guessed during STEP 2.
Additional Items: This activity can be expanded in many ways, but one essential component is being able to model for the students how a good model might clearly depict a topic. This could be done with past examples of student work OR (if first time) the teacher could model the process, including the self talk involved in the making process (recommendation: video capturing the whole thing, perhaps with a time lapse).
Learning Theories and Activity Reflection
This activity clearly demonstrates an abstact method of “demonstrating knowledge” in a classroom. While mastery is often assessed through common, canned tests, creative, abstract assessments certainly have an important place in the classroom. Further still, the creative, constructive process accomplished in such an activity is imperative.
(This section below will be referencing ideas and information provided in this visual summary of learning theories.)
From its outset, such an activity clearly demonstrates principles expounded upon by Gardner’s studies of multiple intelligences. Understood by educators everywhere is the idea that students learn indifferent ways and should, therefore, be provided opportunities to express knowledge in different ways. The activity above provides a very different experience of presenting knowledge not accomplished by the standard assessment items common to secondary education.
Additionally, Bloom‘s research denotes the fundamental necessity for higher thinking. This can be more clearly envisioned in Bloom’s Taxonomy. The upper levels of thinking involve demonstrating knowledge and teaching others, both among the dynamics involved in this activity.
Finally, among the many principles and learning theories studied, those that will tend to also stand out include those ideas that focus on the learner’s creative and constructive role in education. Some of the core epithets of constructivism (Vygotsky, Dewey, Montessori, etc.) involve the need for students to learn by building knowledge upon pre-existing knowledge. This is done best by increasing the depth of thinking as demonstrated by Bloom’s Taxonomy. Thus, the activity is designed to give students opportunities to not only create, but also to explain and defend their creations. This is only possible through a deeper understanding of the topic and the model’s relationship to the topic.
To conclude, I am only yet learning the potential of “making” in the classroom. It has become clearer to me over time that the role of such creative construction is exceptionally beneficial, but I have yet to be conviced that the maker kits have as wide of an applicability as alleged. More than anything, it is hard to envision the routine potential for something this abstract. I will keep my mind open, though, and report my next idea soon.
Sources
HoTEL. “Learning Theories v5.” Image. Retrieved on March 30, 2014 from http://cmapspublic3.ihmc.us/rid=1LGVGJY66-CCD5CZ-12G3/Learning%20Theory.cmap