Presentation #4 Responses
1. Select a topic that you may be able to use in your classroom/situation. Develop an Instructivist learner outcome, a Constructivist learner outcome, and a Connectivist learner outcome for your selected topic. Also, develop an aligned assessment strategy example for each of the types of outcomes.
As I don't teach in the classroom anymore, it is hard for me to apply a lot of the things that we are reading/learning in this course to what I currently do online. However, thinking back to my classroom-teaching days, I would use the following approach in science with my 6th graders:
Instructivist Outcome: After the teacher presents graphics of animal cells and goes through the functions of different parts of an animal cell, the student will be able to identify functions and parts of cells.
Assessment: Match the parts of an animal cell with their definition.
Constructivist Outcome: Teacher will provide supplies, both physical and virtual, so the student can create a model of an animal cell.
Assessment: With your small group (of up to 4 students), create a model of an animal cell that includes each indicated cell part and how it relates to the other parts of the cell.
Connectivist Outcome: Students will be able to make the connection of how cells fit and function together to form organs and body systems.
Assessment: Using your model of an animal cell, create a body system and show how the cell affects a body system in more than a structural function.
Instructivist Outcome: After the teacher presents graphics of animal cells and goes through the functions of different parts of an animal cell, the student will be able to identify functions and parts of cells.
Assessment: Match the parts of an animal cell with their definition.
Constructivist Outcome: Teacher will provide supplies, both physical and virtual, so the student can create a model of an animal cell.
Assessment: With your small group (of up to 4 students), create a model of an animal cell that includes each indicated cell part and how it relates to the other parts of the cell.
Connectivist Outcome: Students will be able to make the connection of how cells fit and function together to form organs and body systems.
Assessment: Using your model of an animal cell, create a body system and show how the cell affects a body system in more than a structural function.
2. Larson and Lockee (p. 118) explain that learner outcomes for Instructivist instructional design are noticeably different from those identified for Constructivist/Connectivist instructional design. How do the two types of learner outcomes differ? From your own experience, give an example of each type of learner outcome. If you have not experienced each type, present learner outcomes similar to those you might design if given the challenge to do so.
Instructivist design has some undeniable differences in comparison to a Constructivist/Connectivist approach. The main difference I see is in objectivity. With Instructivist design, there are absolutes. They are based on SMART (specific, measurable, action oriented, realistic, and timely) outcomes. Whereas, the constructivist/connectivist design, the outcomes are more subjective. There are exceptions to the 'rules' of instructivists, and it seems to me that there are a lot more leniencies when it comes to how the designs are assessed.
I think most of us grew up with an instructivist education where we regurgitated the information we received. But as I was back in the classroom the last few years, there is more emphasis placed on group work and project-based learning where students are working together and it is more the process than the end project.
My experiences with the types of approaches are somewhat limited. Like I said before, I grew up with the instructivist approach which I thought, since I turned out fine, is the best approach to teaching/learning. However, as I have been in the classroom, I know our students are different today than I was a long time ago attending grade school. Our students need to be engaged in their education and they always question why we are doing something. "Why do we have to know this?" is one of the questions I would get on a daily basis. It encouraged me to ask myself the same question and find answers other than "It's one of the standards." One of the ways I incorporated the constructivist/connectivist approach last year was implementing Individual Science Notebooks (ISNs). Students were given information on a daily basis and asked to respond to a question each day. Usually that question was asking them to connect what we talked about in class to their own lives and a grade was given based on participation. If they did it before the next class period, they got full points for it. If it was done by the end of the unit, they could get 70% of the points, and if they never completed the connection assignment, they would get no participation points. The majority of their grades came from the daily connection assignments instead of much emphasis being placed on summative assessments at the end of a unit. It seemed to help the students understand why we did what we did instead of regurgitating information that you can google and find the answer to.3
In contrast, the previous year when I did my science units, it was completely instructionist. I would give them the information, show some videos, and expect them to remember the 'important' parts of the unit on a unit test which did not prove to be fruitful. There was a lot of frustration from students and from me ("Why don't they get this? It is as basic as I can get?!?), which is why I tried the other approach last year and felt like the students enjoyed it more too. At the end of the school year, students have a tradition of going to someone's house, building a bon fire and burning all their papers from the year. It is something they all look forward to and save everything for it. I was really excited when I heard about only 1 or 2 ISNs being burned at the end of last year; they really put themselves into the connection assignments and tok pride in the process.
I think most of us grew up with an instructivist education where we regurgitated the information we received. But as I was back in the classroom the last few years, there is more emphasis placed on group work and project-based learning where students are working together and it is more the process than the end project.
My experiences with the types of approaches are somewhat limited. Like I said before, I grew up with the instructivist approach which I thought, since I turned out fine, is the best approach to teaching/learning. However, as I have been in the classroom, I know our students are different today than I was a long time ago attending grade school. Our students need to be engaged in their education and they always question why we are doing something. "Why do we have to know this?" is one of the questions I would get on a daily basis. It encouraged me to ask myself the same question and find answers other than "It's one of the standards." One of the ways I incorporated the constructivist/connectivist approach last year was implementing Individual Science Notebooks (ISNs). Students were given information on a daily basis and asked to respond to a question each day. Usually that question was asking them to connect what we talked about in class to their own lives and a grade was given based on participation. If they did it before the next class period, they got full points for it. If it was done by the end of the unit, they could get 70% of the points, and if they never completed the connection assignment, they would get no participation points. The majority of their grades came from the daily connection assignments instead of much emphasis being placed on summative assessments at the end of a unit. It seemed to help the students understand why we did what we did instead of regurgitating information that you can google and find the answer to.3
In contrast, the previous year when I did my science units, it was completely instructionist. I would give them the information, show some videos, and expect them to remember the 'important' parts of the unit on a unit test which did not prove to be fruitful. There was a lot of frustration from students and from me ("Why don't they get this? It is as basic as I can get?!?), which is why I tried the other approach last year and felt like the students enjoyed it more too. At the end of the school year, students have a tradition of going to someone's house, building a bon fire and burning all their papers from the year. It is something they all look forward to and save everything for it. I was really excited when I heard about only 1 or 2 ISNs being burned at the end of last year; they really put themselves into the connection assignments and tok pride in the process.
3. According to Larson and Lockee (p. 141-143), Connectivist instructional design assessments are the most difficult to define. Yet more and more classes, like EdTech 503, require Connectivist components in the instructional design. What are some of the suggested assessment metrics for Connectivist learning? Pick one of the metrics and explain how you would apply it if you were charged with assessing student progress in these discussion forums.
Larson and Lockee offer 6 options for assessment of Connectiviest environments. They are:-Participation/Interaction which determines the level of participation in network activities (number of contributions, depth of engagement, or response rate),
-Clarity of Communication which determines whether a student communicates on a level that can be understood by everyone in the community,
-Contributions which is the number, or quality, of positive contributions to the community,
-Peer Ratings,
-Development of an Effective Network which shows that a student can effectively narrow down resources an manage information and connections, and
-Growth of Capacities and Aptitudes which is a students ability to recognize and analyze trends, predict consequences, and share resources that others can find helpful.
I have found that each of the courses I have taken in my masters program has utilized each of these assessments. I don't always like them (often I feel like though I read discussions, I don't like participating in them. After all, what do I have to say that someone else will find helpful?) but am forced to participate. I still don't think I do it well, but I am getting more comfortable with expressing my opinions and defending them when I don't agree with something. I do appreciate that all of these options are followed and that in reality, it IS the process, learning from my mistakes and misunderstandings that will make me better at what I am doing.
-Clarity of Communication which determines whether a student communicates on a level that can be understood by everyone in the community,
-Contributions which is the number, or quality, of positive contributions to the community,
-Peer Ratings,
-Development of an Effective Network which shows that a student can effectively narrow down resources an manage information and connections, and
-Growth of Capacities and Aptitudes which is a students ability to recognize and analyze trends, predict consequences, and share resources that others can find helpful.
I have found that each of the courses I have taken in my masters program has utilized each of these assessments. I don't always like them (often I feel like though I read discussions, I don't like participating in them. After all, what do I have to say that someone else will find helpful?) but am forced to participate. I still don't think I do it well, but I am getting more comfortable with expressing my opinions and defending them when I don't agree with something. I do appreciate that all of these options are followed and that in reality, it IS the process, learning from my mistakes and misunderstandings that will make me better at what I am doing.