Chapter 8
Description
Chapter 8 primarily focuses on student-centered and constructivist approaches. The chapter focuses on cooperative learning and the teaching of problem-solving and thinking skills as well. The chapter presents strategies and ideas relevant to student-centered learning.
Analysis
Slavin (2012, p 188) states, "Students must construct knowledge in their own minds." Constructivist theories of learning are based on this idea (Slavin, 2012). These theories focus on top-down processing in which students are given a problem, or task, and must develop the skills and knowledge necessary to solve the problem or complete the task (Slavin, 2012). Slavin (2012, p 209) states,
According to Slavin (2012), cooperative learning is also a student-centered approach. Slavin (2012, p 198) states, "In cooperative learning instructional methods, or peer-assisted learning, students work together in small groups to help each other learn." Certain cooperative learning programs are successful because they reward group as well as individual effort (Slavin, 2012). Cooperative learning the whole group responsible for each individual's learning (Slavin, 2012).
Finally, Slavin (2012) discusses the teaching of thinking and problem-solving skills. Teachers can use a five-step strategy, IDEAL, to teach problem solving skill (Slavin, 2012). These letters stand for:
Identify problems and opportunities
Define goals and represent the problem
Explore possible strategies
Anticipate outcomes and act
Look back and learn.
A four-step process for teaching thinking skills is suggested by Slavin (2012). These steps include state, search, evaluate, and elaborate. Slavin (2012) also suggests creating a culture of thinking within the classroom.
"Constructivist approaches also emphasis cooperative learning, questioning and inquiry strategies, and other metacognitive skills."Discovery learning, in which students lead their own learning and teachers act as facilitators is a strategy used by constructivists (Slavin, 2012). The idea of scaffolding learning is also an important aspect of the constructivist theory (Slavin, 2012).
According to Slavin (2012), cooperative learning is also a student-centered approach. Slavin (2012, p 198) states, "In cooperative learning instructional methods, or peer-assisted learning, students work together in small groups to help each other learn." Certain cooperative learning programs are successful because they reward group as well as individual effort (Slavin, 2012). Cooperative learning the whole group responsible for each individual's learning (Slavin, 2012).
Finally, Slavin (2012) discusses the teaching of thinking and problem-solving skills. Teachers can use a five-step strategy, IDEAL, to teach problem solving skill (Slavin, 2012). These letters stand for:
Identify problems and opportunities
Define goals and represent the problem
Explore possible strategies
Anticipate outcomes and act
Look back and learn.
A four-step process for teaching thinking skills is suggested by Slavin (2012). These steps include state, search, evaluate, and elaborate. Slavin (2012) also suggests creating a culture of thinking within the classroom.
Reflection
Student-centered learning has always, for lack of a better word, scared me. It is hard for teachers to give up control of their classrooms and student learning. However, reading this chapter has allowed me to see the benefits in a student-centered approach. For example, Slavin (2010) states that allowing interactions among peers can help students discover new concepts and learn new ideas that the teacher may have not been able to show students.
I also enjoyed reading about discovery learning. This is where students guide their own learning while the teacher facilitates. As much as I like the idea of this strategy, I think it would be hard to implement in a classroom where standards and standardized testing are priority. It would be worth a shot to implement some discovery learning within the contexts of the standards.
One method I would like to try within my own classroom is to use the IDEAL strategy when teaching problem-solving skills. I want my students to become independent, so we are constantly talking about problem-solving. The IDEAL strategy gives structure to teaching problem-solving strategies. I would like to use these steps in my classroom next year.
Finally, another strategy I would like to begin implementing within my classroom next year is the four step strategy Slavin (2012) suggested for teaching thinking skills. Slavin (2012) suggests that students state the problem/situation/goals, search for ideas, evaluate those ideas/theories/opinions, and elaborate on plans/possibilities/options. This would be a great way to have students think creatively to solve problems.
Student-centered learning has always, for lack of a better word, scared me. It is hard for teachers to give up control of their classrooms and student learning. However, reading this chapter has allowed me to see the benefits in a student-centered approach. For example, Slavin (2010) states that allowing interactions among peers can help students discover new concepts and learn new ideas that the teacher may have not been able to show students.
I also enjoyed reading about discovery learning. This is where students guide their own learning while the teacher facilitates. As much as I like the idea of this strategy, I think it would be hard to implement in a classroom where standards and standardized testing are priority. It would be worth a shot to implement some discovery learning within the contexts of the standards.
One method I would like to try within my own classroom is to use the IDEAL strategy when teaching problem-solving skills. I want my students to become independent, so we are constantly talking about problem-solving. The IDEAL strategy gives structure to teaching problem-solving strategies. I would like to use these steps in my classroom next year.
Finally, another strategy I would like to begin implementing within my classroom next year is the four step strategy Slavin (2012) suggested for teaching thinking skills. Slavin (2012) suggests that students state the problem/situation/goals, search for ideas, evaluate those ideas/theories/opinions, and elaborate on plans/possibilities/options. This would be a great way to have students think creatively to solve problems.
Reference
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.
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