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<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Hi<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>When you look at
the research you will always find opposing views. Some think
constructivism is good some don’t there is evidence on both sides. A
couple of important points to remember in determining our approach:<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:46.35pt;text-indent:-1.0cm;mso-list:l1 level1 lfo2'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Children learn in different ways so need opportunities to engage in
different learning experiences. Some kids like to explore and construct, some like
to sit and take notes. There are a gender and special needs issues related
to the success of constructivist practice.<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:46.35pt;text-indent:-1.0cm;mso-list:l1 level1 lfo2'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Some things are taught better in different ways and when we consider
resources available i.e. time and skills and what we are trying to deliver this
might determine the approach we take.<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:46.35pt;text-indent:-1.0cm;mso-list:l1 level1 lfo2'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>A constructivist approach does not mean free range. Both
students and teachers take time to get use to this approach. Students
need to develop the autonomy and self discipline required by constructivism.
Students need practice and support in developing the cognitive and reflective skills
needed for constructivist learning. Teachers take time to get use to the
idea of waiting and watching or offering provocations to move students
along or develop their thinking. <o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:46.35pt;text-indent:-1.0cm;mso-list:l1 level1 lfo2'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Sometimes the outcomes from a constructivist approach may not be as
expected……… this dos not fit easily with curriculum demands.
The connection between increased motivation/engagement and increased learning
is not always clear as the increased motivation/engagement can lead to unexpected
outcomes, including ones that are not assessed or considered of value.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>I absolutely
agree Bill, the issues with constructivist learning are complex. When it
is done well it is great – but not free range!<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Cheers<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Anne-Marie<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=1 face="Trebuchet MS"><span style='font-size:
9.0pt;font-family:"Trebuchet MS"'>Anne-Marie Chase<br>
<st1:PlaceName w:st="on">Graduate</st1:PlaceName> <st1:PlaceType w:st="on">School</st1:PlaceType>
of Education <br>
The <st1:place w:st="on"><st1:PlaceType w:st="on">University</st1:PlaceType> of
<st1:PlaceName w:st="on">Western Australia</st1:PlaceName></st1:place><br>
web <a href="http://digital-kids.wikispaces.com/"
title="blocked::http://digital-kids.wikispaces.com/">http://digital-kids.wikispaces.com</a></span></font><font
size=2 color=blue face="Trebuchet MS"><span style='font-size:10.0pt;font-family:
"Trebuchet MS";color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<div>
<p class=MsoNormal><font size=5 color=green face=Webdings><span
style='font-size:18.0pt;font-family:Webdings;color:green'>P</span></font><font
color=navy face=Arial><span style='font-family:Arial;color:navy'> </span></font><font
size=1 color=green face=Arial><span style='font-size:8.0pt;font-family:Arial;
color:green'>please don't print this e-mail unless you really need to.</span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
</div>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<div>
<div class=MsoNormal align=center style='text-align:center'><font size=3
face="Times New Roman"><span style='font-size:12.0pt'>
<hr size=2 width="100%" align=center tabindex=-1>
</span></font></div>
<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
itapps-bounces@edulists.com.au [mailto:itapps-bounces@edulists.com.au] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Bill Kerr<br>
<b><span style='font-weight:bold'>Sent:</span></b> 04 October 2007 12:46<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">Year
12 IT Applications Teachers' Mailing List</st1:PersonName><br>
<b><span style='font-weight:bold'>Cc:</span></b> Tony Forster; Artichoke<br>
<b><span style='font-weight:bold'>Subject:</span></b> Re: [Year 12 IT Apps]
What Future IT? (Charmaine Taylor)</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=3
face="Times New Roman"><span style='font-size:12.0pt'>I was holding off from
commenting here but it seems that not everyone has gone into holiday mode, so
I'll say something. <br>
<br>
If we look at this list:<br>
<br>
- motivation<br>
- engagement<br>
- inclusive learning<br>
- discovery learning <br>
- constructivism<br>
- constructionism<br>
<br>
I don't think these terms mean the same thing but at least some are being used
interchangeably <br>
<br>
Most of the recent research I have seen is in the opposite direction of what
Charmaine says - <o:p></o:p></span></font></p>
<div style='margin-left:30.0pt'>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>"Fantastic example of constructivist learning Keith! It's what the
recent educational research has discovered is needed to engage students so that
they achieve better learning" <o:p></o:p></span></font></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><br>
eg. I wrote a response to one such study that claimed that minimal guidance
during instruction does not work - but there are many such studies around<br>
<a
href="http://billkerr2.blogspot.com/2006/10/minimal-guidance-during-instruction.html"
target="_blank">http://billkerr2.blogspot.com/2006/10/minimal-guidance-during-instruction.html</a><br>
(link in that blog to a critical discussion about discovery learning - wag the
dog entry on artichokes blog)<br>
<br>
I would like there to be a smooth connection between increased motivation /
engagement and increased learning but the research history suggests to me that
it is far from smooth - this includes the old logo research <br>
<br>
It could be that motivation increases but learning does not necessarily
increase or is equivalent or is less cf an instructionist scenario. It's nice
when students are motivated but how do we really know that long term learning
has increased? <br>
<br>
I think the research undertaken by the game maker cluster showed increases in
motivation, fun, engagement for some (not all) students but we didn't really
produce any hard evidence about increased learning - some anecdotal yes, hard
evidence, no <br>
<br>
Here is a post from mark guzdial<br>
<a href="http://www.amazon.com/gp/blog/post/PLNK14F2YOSI9OWBM" target="_blank">http://www.amazon.com/gp/blog/post/PLNK14F2YOSI9OWBM
</a><br>
about a parallel study comparable to keith's- two ways of teaching intro to
computer systems, one formal and one real life - the results for the learning
were comparable even though the real life class was more engaged <br>
<br>
I support constructionist learning in theory and practice but think we need to
be careful not to make wholesale claims for fuzzy "discovery
learning". These issues are complex, there is good and bad "discovery
learning". When the evidence is *not* forthcoming for extravagent claims
then that actually acts as fuel for those pushing the opposite agenda - back to
basics instructionism. <br>
<br>
-- <br>
Bill Kerr<br>
<a href="http://billkerr2.blogspot.com/" target="_blank">http://billkerr2.blogspot.com/</a><br>
<a href="http://www.users.on.net/%7Ebillkerr/" target="_blank"></a><o:p></o:p></span></font></p>
<div>
<p class=MsoNormal><span class=gmailquote><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>On 9/28/07, <b><span style='font-weight:bold'>Roland
Gesthuizen</span></b> <<a href="mailto:rgesthuizen@gmail.com" target="_blank">rgesthuizen@gmail.com
</a>> wrote:</span></font></span><o:p></o:p></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Too right Kevork! There is a lot to be said for constructivist
learning, generating and using data that the students have "real
ownership' of. .. my lot struggled through charting last year until I let them
develop a plan for their school formal. It was fascinating to watch the school
captain walk about the room, correcting the other plans to keep them on time
and on budget. It was her job to actually organise the 'real' senior student
formal and in the process she was able to recruit some helpers. For our
practice outcomes we covered the Scout Mudbash and the chap who ran the local
pizza shop next to our school. <br>
<br>
Of course, as eductors it doesnt mean that we sit back and watch. We still have
a very important role to structure discussions, dig up supporting resources and
give the odd tap on the steering wheel to get things back on track. <br>
<br>
Regards Roland<o:p></o:p></span></font></p>
<div>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=3
face="Times New Roman"><span style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<div>
<p class=MsoNormal><span class=gmailquote><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>On 28/09/2007, <b><span style='font-weight:bold'>Kevork
Krozian</span></b> <<a href="mailto:Kroset@novell1.fhc.vic.edu.au"
target="_blank"> Kroset@novell1.fhc.vic.edu.au</a>> wrote:</span></font></span>
<o:p></o:p></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Hi Guys,<br>
<br>
Fabulous examples from Charmaine and Keith ..!!!<br>
Couldn't agree more ! <br>
<br>
I am the last living IPM teacher at my school and I had struggled with Project
Management in terms of engagement. The students didn't need to build a house or
landscape a block of land but they did want to go on a schoolies holiday at the
end of the year ! <br>
<br>
So we had as our project aim " organising the schoolies holiday".
Some of the tasks included:<br>
1. Selecting members of the group to holiday together<br>
2. Deciding on a location for the holiday <br>
3. Selecting a property at which to stay<br>
4. Collecting money for a deposit<br>
5. Signing the lease/contract<br>
6. etc etc<br>
<br>
It seemed to really fire them up so there it is again. Engagement when it is
relevant or they have a direct input in the process and the direction of the
learning. <br>
<br>
PS . Will this encourage you to perhaps put off your retirement Keith ??!!<br>
<br>
Take Care<br>
Kevork<br>
<br>
>>> Charmaine Taylor <<a href="mailto:tigeroz@alphalink.com.au"
target="_blank"> tigeroz@alphalink.com.au</a> > 27/09/2007 9:02 pm
>>><br>
Fantastic example of constructivist learning Keith! It's what the<br>
recent educational research has discovered is needed to engage students<br>
so that they achieve better learning. We need more of this. <br>
<br>
Charmaine Taylor<br>
<br>
<br>
Keith Richardson wrote:<br>
<br>
>Charmaine - your voice is like music in my ears! "...from the point of<br>
>view of the problem to be solved..." is the secret to highly motivated
<br>
>behaviour across all subject areas, not just computing.<br>
>Here is a specific example that will make my point:<br>
>I tried an interesting parallel experiment with my two Yr 7 science<br>
>classes.<br>
>With the first I designed a logical series of practical experiments <br>
>involving measurement, mathematical calculations, graphing of results<br>
>all investigating the operation of levers. I thought the design was<br>
>fantastic, but the kids did not get involved at all. "Boring!"
was their <br>
>verdict.<br>
>With the second class, I showed them a desktop-trebuchet I had made and<br>
>challenged them to design and build one themselves that would throw a<br>
>small rubber ring over 3 metres. They were given a period and heaps of <br>
>equipment to select from. Periodically I stopped them to discuss safety<br>
>telling them that over the centuries of use many trebuchet operators<br>
>were killed, and I did not want to add to the number here! The classes <br>
>enthusiasm was staggering, and I enjoyed watching them make mistake<br>
>after mistake but edging towards success as they worked at making a<br>
>LEVER solve this problem for them. I guarantee that their instinctive <br>
>understanding of how to make use of a lever will stay with them for<br>
>life, and many of them will make actual use of this wisdom in the<br>
>future.<br>
><br>
>So, Charmaine, I agree with you.<br>
><br>
>Regards, Keith<br>
>Keith Richardson<br>
><br>
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<o:p></o:p></span></font></p>
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<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>-- <br>
Roland Gesthuizen - ICT Coordinator - <st1:place w:st="on"><st1:PlaceName
w:st="on">Westall</st1:PlaceName> <st1:PlaceName w:st="on">Secondary</st1:PlaceName>
<st1:PlaceType w:st="on">College</st1:PlaceType></st1:place> <br>
<a href="http://www.westallsc.vic.edu.au" target="_blank">http://www.westallsc.vic.edu.au</a><br>
<br>
"Never doubt that a small group of thoughtful, committed citizens can
change the world; indeed it is the only thing that ever has." --Margaret
Mead _______________________________________________ <br>
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