Journal Entry #5, chapter 8

          This journal entry is in response to chapter 8, which covers student-centered and constructivist approaches to instruction. The chapter begins with an explanation of the constructivist theory, its roots, and strategies for the classroom. Next, constructivist methods in the content areas and uses for cooperative learning in instruction are described. Finally, the chapter includes ways to teach problem-solving and critical thinking skills. I liked reading this chapter, and felt that it held many ideas that could easily be transferred to my classroom. It is enjoyable to read about topics that have a real-world application and can genuinely be used rather than sounding great in an ideal, unrealistic world.

This chapter contained elements that I was familiar with, including the benefits of cooperative learning and the methods for teaching critical thinking skills. For the past few years, my administration has pushed for higher order thinking skills and exercises that promote critical thinking and problem solving. I frequently tell my students to visualize draw the problem either with pictures, graph, or anything that helps them organize the problem and determine what steps need to be taken. By fifth grade, most students know to delete extraneous information, but I also review that as needed, along with stressing the importance of thinking through approaches before jumping in and solving the problem. I have used the jigsaw method frequently during social studies to engage students rather than simply reading out of the book. I have found that it creates a more meaningful connection to the text because they understand their responsibility to teach the other students. I was not familiar with the other methods, including STAD and CIRC, but they are very interesting and may be useful in the future to foster team work and motivation towards learning.

            Another thing I learned from this chapter was the top-down approach, in which students start with a complex problem and work through it to discover the subsets of skills required. This is very different from the way I currently teach, and I think it would be difficult to switch to this method. It would require strong behavior management skills and clear expectations set before the activity so students remain focused and reach the goal you set for them. I am more familiar and comfortable with cooperative and discovery learning. I enjoy used a balance of those types of instruction and direct instruction so all learning styles are addressed.

            Finally, I enjoyed reading about the constructivist methods application in the various content areas. The only method mentioned that I have used in previous years were the hands-on, investigative activities in science and use of the scientific method to experiment and correct misconceptions. I learned about reciprocal teaching and questioning the author in reading, and using peer-response teams in writing to publish team books. I think it would be beneficial to implement those strategies in the future to help students connect to their reading and writing, and further promote team work and cooperative learning skills.