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Case study 3

Constructivism

2Case Description:
3Swanson Elementary school teachers are preparing their students for I-Step test which coming
4next month. Third and fourth grade are working hard on studying for the test. Third grade
5teachers discovered that their students are weak in math area especially in money area. Teachers
6conducted an intermediate meeting to discuss the problem. The main challenging issue is the
7third grade students dont have enough learning experiences in counting money and solve
8problems with money. In the second meeting the teachers invited fourth grade teachers to find
9out if only their students struggling with money or both groups are struggling with money
10problems. The fourth grade team have the same problem and they though they are the only grade
11have this problem. Leaders from both team took the problem to the principal to help them solve
12the problem. The principal thought that students should have enough knowledge and experiences
13about money in the third grade. Students should struggle with advance algebra and geometry at
14this level. The principal set up meeting with both teams, curriculum intervention instructional
15designer, and title one curriculum coach. After discussing the problem, the curriculum designer
16took the responsibility to find the solution to that problem. He found that students have less
17experiences with money work. No money study in kindergarten. Few lessons in first and second
18grade. He started reviewing the curriculum and thinking about how to solve this problem. The
19solution will help students next year but adding few activity for third and fourth graders may
20help increase their ability to solve money problems on the soon coming test.
21Reflective Questions:

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Case study 3

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applying that knowledge to solve problems? Complex and relevant learning

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How to create an interactive learning experiences to help student focus on learning and

environment.
How to create activities that provide social negotiation as an integral part of learning?
How to integrate social instruction in classroom activities to learn about money?
How to build self-awareness about money in student since starting kindergarten?
Are collaborative learning and problem scaffolding will help to solve this learning

problem?
How students learn from examples and real life experiences?

31Interactive learning experiences and knowledge application:

32 Driscoll stated constructivist theory rests on the assumption that knowledge is constructed by
33learners as they attempt to make sense of their experiences. Learners are active organisms
34seeking meaning (p, 387) Also, he stated knowledge does not come into its own until the
35learner can deploy it with understanding (p, 391). Instructional designer should create
36meaningful lesson about money. Students can experience money counting in early kindergarten.
37Also, they learn money identification as money can be part of kitchen play area. Kitchen can
38include small grocery store as money and a cashier is placed in this area. For each classroom
39money posters will be on the wall to help students build self-awareness. When students move to
40first grade, Teachers can practice more money count and identification.
41In second grade and above students can use learning website to learn about money in addition to
42classroom

activities. http://www.learninggamesforkids.com/2nd-grade-math/money-2nd.html.

43Also money game will be designed for students to play at home. This game will provide
44opportunity to each class as students can connect online and play game with their peer to help
45collaboration and team work. Teachers can use money as reward for good behavior in the
46classroom. As example, students will earn one dollar each time they return their homework. Also,

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Case study 3

47for each assignment they finish in class, they can earn a nickel or a dime. They can earn quarter
48each time they return communication folder and library books back. Students can keep their
49money or put it in the bank teacher. Every month students can count their money and buy
50things from classrooms store. Students will learn how to count money, adding and buy things
51they need. This will help students to have hands on experience and follow good behavior. So
52those activities will help students to have the opportunity to learn for real life experience as
53Driscoll explained Students cannot be expected to learn to deal with complexity until they have
54the opportunity to do so (p, 394). This activity will support Driscoll explanation of ownership in
55learning students are actively involved in determining what their own learning needs are and
56how those needs can best be satisfied (p, 399).
57Driscoll explained Social Negotiation in most setting is a communal activity, a sharing of the
58culture (p, 396). Constructivists emphasize collaboration is not just a matter of asking students
59to work in group and share their individual knowledge, it enables insight and solutions to arise
60synergistically (p, 396). Teachers can group their students into small groups to work in money
61problems. Students can create math problems, discuss, and solve them. They can have money
62talk time to discuss how to solve money problems. Driscoll explained collaboration in learning
63environments is to provide a means for individuals to understand point of view other than their
64own (p, 397) Teacher can pass out money math sheet. After students finish working then they
65work in twos to check each other answers. After that, each student discuss with his partner their
66answers and how they solve the problems. That will help students to learn from each other
67different points of view. Another activities to help students learn about money by involving them
68in real sale and collecting money for needs. Students can involve in many schools sales during
69the school year such as cookies sale, lemonade sale, cafeteria sale, and garage sales. Also, they

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70can involve in collecting monies activities such as pennies for patients and fundraising money to
71support school.
72By preparing all those activities and integrate them in classrooms activities, Swanson
73Elementary school will be using Constructivism theory to develop an interactive and social
74learning environment.
75References:
76Driscoll, M (2005) Psychology of learning for instruction. (3rd ed) Boston, MA. Pearson
77Education Inc.