Constructivism Case Study Analysis

Questions:

1. Describe two similarities between the traditional lesson and the constructivist one as described above.

a) They both used familiar visual lengths to understand the length of their objects. The traditional approach used a measured length of the hallway to visualize how long the whale was. The constructivist used the familiar lengths found in different parts of the human body and the whole human body.

b) Both teachers transitioned to their measuring activities with the students interest and attention.

What are two differences?

a) The traditional approach started with a stated fact about whales (whales are 100 ft. long). The constructivist approach started with a problem (given by an edict on a scroll).
b) The traditional approach jumped to the obvious conclusion of how to measure the length of a whale by giving the students directions to use a yard stick. The constructivist approach allowed the students to come up with whatever ways they thought would work to measure the ship to solve the problem set forth by the King. They experimented with each idea and discovered the pros and cons to each and their effectiveness in solving the dilemma with the King's condition.
2. What are two benefits of the constructivist approach as described above?

a) The students activated their minds to come up with ways to solve a problem. They were critically thinking.

b) The students were able to use a few different approaches and compare and contrast the successes of each and the differences between them all. They also learned the relationships between cause and effect, which is another critical thinking skill.

What are two drawbacks of the constructivist approach as described above?

a) It took a lot longer to learn the math skill of measuring and even went through the entire next day.

b) Some students may have been bored, knowing the answer all along, like the girl with the ruler in her hand could have been.

In your opinion, are the benefits worth the costs? Yes, the benefits are worth the costs because they are discovering the answer, which will stick with them. This method will allow them to use the skill they learned in any problem solving situation they face later on that allows it to be a solution option. One cost is the teacher having to spend more time allowing them to come up with the answers and the wait time to the questions that promote their critical thinking skills. Another cost would be that the students are apt to misconceptions if the ideas aren't proven in a way that the students understand why that couldn't work and why something else works better. There would have to be many examples provided, but it would be worth it to the students who successfully experimented with measuring by coming up with the best solution.

3. How does the constructivist lesson described above promote critical thinking?

Critical Thinking: The process of systematically examining available information and coming up with conclusions that are based on evidence.

Examples of Critical Thinking:

They came up with multiple options to measure the ship, which promoted critical thinking because they were curious how each of their ideas would work out. Tom, Mark, and Sue are guaranteed not to forget the material they discovered and explored with this activity.

The simple fact that the class was silent for a long wait time after the question proves that the problem and question probed at their critical thinking abilities.

4. Would the constructivist activity be considered an authentic activity? Yes, the constructivist activity would be considered an authentic activity because it involves problem solving and critical thinking. The children are learning through approaching a problem hands on, coming up with ideas and testing them out with trial and error, and understanding their ideas full capacity in the situation with cause and effect. Real life is filled with constant problems that must be solved in either a moments notice, a couple hours, weeks, or in a daily routine. Helping to develop the skills to face real life problems is an authentic way to learn, rather than multiple choice questions that are never provided in the real world.