Understanding the Theory of Constructivism

Through Student-Created Podcasts

Project Overview

This RWLO aims to constructively teach pre-service teachers about the theory of constructivism. To that end, the RWLO encourages students to compare and contrast two different types of learning environments – that of a traditional classroom environment and one that incorporates student-created podcasts. By comparing the two environments, students will gain an understanding of the theory of constructivism – an educational theory emphasizing experiential and reflective learning – as it relates to other educational theories. This RWLO can be used to introduce the theory of constructivism or support the prior teaching of the theory of constructivism.

Student Learning Objectives

For this RWLO, the student will be able to:

  1. Identify the key features of the theory of constructivism.
  2. Compare and contrast a traditional classroom environment to a constructivist classroom environment.
  3. Discuss the relationship between the theory of constructivism and student-created podcasts to teaching and learning.
  4. Create a mock podcast demonstrating understanding of the theory of constructivism.

Procedure

Time: Approximately 90 minutes

Materials: Internet access, QuickTime plug-in (link included below), downloaded student-created podcasts (from links below), “Comparing Two Learning Environments” worksheet (under the Course Material link), Podcast script template (under the Assessment link), and podcast script scoring tool (under the Assessment link). If the instructor or students choose to record a mock or real podcast, the instructor is encouraged to read the CNET article under the Supplementary Materials link as additional supplies and software is required.

Prerequisites: None

Implementation: This RWLO can be used either in the classroom to review the theory of constructivism or initially teach the theory of constructivism as the theory compares to traditional classroom instruction.

Steps:

  1. Download the following vodcast to the instructional computer and download at least one example of a student-created podcast from the following links. The free QuickTime download link is also provided:
  • (This is a vodcast showing how a student-created podcast is created– running time 6 minutes; This vodcast takes at least five minutes to download; QuickTime is necessary to view the vodcast)
  • (This is an example of a student-created podcast from Room 208 – running time 20 minutes; QuickTime is necessary to hear the podcast)
  • (This is a list of student-created podcasts from RadioWillowWeb; running times vary; No special downloads necessary)
  • (This provides a free QuickTime download)
  1. Prompt students, “Imagine a traditional classroom - a classroom where the teacher is up front lecturing or explaining a concept to students and students are sitting in neat rows taking notes on the lesson. What is the role of the teacher in this traditional environment? What is the role of the students in this traditional environment? Record your thoughts on the handout provided.” Using the handout provided (under the Content Materials section; “Comparing Two Learning Environments”), students will describe the role of the teacher and the role of the students in a traditional classroom setting.
  2. Have students listen to at least one student-created audio podcast (from the links listed above), in addition, to viewing the vodcast on developing student-created podcasts. Since the audio podcasts can be long, consider playing just a portion of the audio podcasts for students.
  3. Prompt students, “What is the role of the teacher in this student-created podcast environment? What is the role of the students in this student-created podcast environment? Record your thoughts on the handout provided.” Using the handout provided, students will describe the role of the teacher and the role of the students in this non-traditional classroom setting.
  4. After listing the roles for both teachers and students in the two different learning environments, ask students to compare and contrast the two environments using the handout provided. Once students have recorded their comparisons, the instructor can ask students to discuss their comparisons in class, with a small group or partner, or via an online class discussion board/blog/wiki.
  5. Once the discussion is complete, ask students which theories (or philosophies) come to mind to describe each environment. For example, students may use terms like “behaviorism” and “back to basics” to describe the traditional classroom environment. Alternatively, students may use terms like “constructivism” or “progressive” to describe the student-created podcast environment. AT THIS POINT, THE INSTRUCTOR SHOULD FOCUS ON CONSTRUCTIVISM. If the theory of constructivism has not been introduced, the instructor will then introduce the topic. If the theory had been previously taught, then students can use the theory to describe the student-created podcast environment.
  6. The instructor should now be focusing on the theory of constructivism and eliciting feedback and response from students to support the discussion. For example, the instructor could prompt students with:
  7. “Why is the student-created podcast environment more constructivist than the traditional environment?”
  8. “Why are student-created podcasts – in these examples – naturally more constructivist?”
  9. “What are the key elements of constructivism? What elements did you notice in the student-created podcasts/vodcasts?”
  10. “What questions do you have on constructivism or student-created podcasts?”
  11. Once the instructor feels the students have a clear understanding of constructivism, the instructor should then assess student understanding using the assessment activity described under the Assessment section.

Content Material

Student Directions:

Following your instructor’s directions, complete the handout provided “Comparing Two Learning Environments”

OR

Student instructions for completing the “Comparing Two Learning Environments” handout:

  1. Download the following vodcast to your computer and download at least one example of a student-created podcast from the following links. The free QuickTime download link is also provided:
  • (This is a vodcast showing how a student-created podcast is created– running time 6 minutes; This vodcast takes at least five minutes to download; QuickTime is necessary to view the vodcast)
  • (This is an example of a student-created podcast from Room 208 – running time 20 minutes; QuickTime is necessary to hear the podcast)
  • (This is a list of student-created podcasts from RadioWillowWeb; running times vary; No special downloads necessary)
  • (This provides a free QuickTime download)
  1. Using the “Comparing Two Learning Environments” handout to record your answers, imagine a traditional classroom - a classroom where the teacher is up front lecturing or explaining a concept to students and students are sitting in neat rows taking notes on the lesson. What is the role of the teacher in this traditional environment? What is the role of the students in this traditional environment? Record your thoughts on the handout provided.
  2. Listen to at least one student-created audio podcast (from the links listed above), in addition, to viewing the vodcast on developing student-created podcasts. Since the audio podcasts can be long, consider just listening to portion of the audio podcasts.

  1. Using the “Comparing Two Learning Environments” handout to record your answers, what is the role of the teacher in this student-created podcast environment? What is the role of the students in this student-created podcast environment? Record your thoughts on the handout provided.
  2. After listing the roles for both teachers and students in the two different learning environments, compare and contrast the two environments using the handout provided. Be prepared to discuss your comparisons in class.
  3. Again, using the “Comparing Two Learning Environments” handout to record your answers, which theories (or philosophies) come to mind to describe each environment? Be prepared to discuss your answer in class.

INSTRUCTOR: AFTER THE STUDENT HAS COMPLETED THE “COMPARING TWO LEARNING ENVIRONMENTS” HANDOUT AND DISCUSSED THE HANDOUT IN RELATION TO THE THEORY OF CONSTRUCTIVISM, THE STUDENT CAN COMPLETE THE FINAL ASSESSMENT USING THE FOLLOWING DIRECTIONS:

  1. In small groups, complete the Podcast Script template.
  2. In your script, identify the key features of the theory of constructivism. Additionally, discuss the relationship between the theory of constructivism and student-created podcasts.
  3. Be sure to complete all parts of the podcast script – feel free to be creative, humorous, and innovative.
  4. Remember to use proper spelling and grammar.
  5. Before turning in your completed script, read it aloud at least one time through. If recording your script, make sure to designate who will speak and which parts that person will cover.
Comparing Two Learning Environments
Traditional
Environment / Student-created Podcast Environment
Role of the Teacher
Role of the Student
Compare & Contrast the Two Environments / Compare: / Contrast:
Which theories (or philosophies) come to mind?

Assessment

In small groups, students will create a 2-3 minute mock podcast script using the template provided for student use under the Course Materials link. By reviewing the scripts, the instructor can assess if students have mastered the learning objectives or need additional instruction. The mock podcast scripts can be shared aloud in class, turned into the instructor for feedback or even used to create real or mock podcasts. Additionally, an instructor could require students to turn-in their completed “Comparing Two Learning Environments” handouts or evaluate their responses to the handout via a class discussion board, blog or wiki.

Podcast Script Scoring Tool

Script includes: / Points Possible / Points Earned
Identifies the key features of the theory of constructivism / 5
Discuss the relationship between the theory of constructivism and student-created podcasts / 5
Completes all parts of the podcast script
(Introduction and Closing) / 3
Follows standard spelling and grammar usage / 2
Total Points / 15
Podcast Script

Podcast script for:

(Fade In Music)…..(Fade Out Music)

Introduction:

You are listening to (name of show)

On (say the date here)

We are your

Program Overview:

Join us today as we cover

(Fade In Music)…..(Fade Out Music)

Program Script: (enter your show content here)

Closing:

Thank you for listening to today’s podcast. Don’t forget to visit our web site located at (say web address here)

*Optional Closing:
Please join us for our next podcast as we cover

(Fade In Music)…..(Fade Out Music)

Links to Course Competencies

This RWLO could be applied in the following course: Educational Psychology and other related Education or theory-based courses. Specifically, this RWLO meets the following course competencies:

  • Educational Psychology (EDU 211), Anne Arundel Community College: Identify the principles and components of behavioral, cognitive, and constructivist learning theories.
  • Anne Arundel Community College Core Competencies: Communication - Demonstrate ability to communicate effectively in verbal, nonverbal and written forms. Includes the ability to use appropriate technology that supports or facilitates communication
  • Interstate New Teachers Assessment and Support Consortium/INTASC Principles: Principle 2 - Child development and learning theory - The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Supplementary Resources

  • (This is an article about Bob Sprankle and his students [a.k.a.: Room 208])
  • is a blog housing information and podcasts from Room 208 and Bob Sprankle)
  • (This is a good overview of constructivism)
  • (Original source for podcast script template used in the Assessment section)
  • (Audacity is an open-source, free software download to record and edit sound files; an instructor and/or student could use this to edit and create a real podcast)
  • (This article from CNET walks through the steps to create a real podcast; the article mentions using Audacity)

Recommendations

Recommendations for Integration:

This entire RWLO took me, the author, 90 minutes to complete. My students were able to share their mock podcasts scripts (and record them onto an iPod – optional, but engaging!), but we were not able to create a real podcast to upload to the Internet. The author found downloading the vodcast and podcasts ahead of time beneficial – as the Room 208 vodcasts and podcasts are cumbersome, but completely worthwhile. The RadioWillowWeb podcasts download quickly, but do not include video (like the vodcast). Additionally, if students are unfamiliar with the terms “podcast” and “vodcast,” the instructor should plan to spend a few minutes explaining the terms or allowing students to discuss them as they are interesting, 21st century blends of words (iPod and broadcasting; iPod and videocasting). Since the author generally requires students read the textbook chapter on constructivism before attending class, this RWLO was used to reinforce the information versus introduce the theory. If using this RWLO with a solely online or hybrid course, the author believes using a discussion board or class blog or wiki could bring the students’ responses to life and incorporate collaborative technologies in beneficial ways. Additionally, students could create their own podcasts of their scripts and upload the completed podcasts to the course webpage.

Back-up:

Due to the downloadable nature of podcasts and the Room 208 vodcast, the instructor could download the podcasts and vodcast before use and save them to a flash drive, mp3 player, CD or the like.

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