Michael Lamb

EDUC 506 / Bland

September 26, 2011

The following paper will attempt to explain the Constructivist Learning Theory through both definition and applications in todays classrooms. More specifically, I will utilize some carefully selected examples from the book, The Year of Miss Agnes, by Kirkpatrick Hill, to show the application and understanding of the Constructivist Learning Theory. Let us first discuss the inherent differences that the Constructivist Learning Theory has that are lacking in Traditional Learning classes. Constructivists classrooms are not as traditional classrooms where students faced with rote memorization, dominated by lectures, textbook-based content knowledge, and curriculum-guided worksheets; not given opportunities to explore their feelings and interact with their community and their environment. A highly engaging, studentfocused learning environment identifies the Constructivist classroom where lesson plans evolve around the prior knowledge of the students and small group, one-to-one, and differentiated instruction are the norm. Students are encouraged to relate their learning to their own personal experiences to make sense of concepts by creating meaning through application. Students in todays classrooms have different learning styles, background knowledge, and a varied acquisition of skill-sets. A Constructivist teacher will utilize authentic assessments to develop an understanding of what the students need to learn, as individuals. The designs of class activities have the appeal to visual, audio, and tactile/kinesthetic learners in mind. Next, I would like to make the connection, through a series of examples, of how the teaching style of Miss Agnes exemplifies the principles of the Constructivist Learning Theory. I couldnt keep my eyes off the map, it was so wonderful. Right away I went to it and I stood on a chair and I showed those kids, This is Alaska, where we are now, and this is where Teacher comes from. Its EnglishMiss Agnes had a record player that worked with batteries, and lots of records on the back table, and a whole bunch of big books we never saw beforepictures on

Michael Lamb

EDUC 506 / Bland

September 26, 2011

the wallbright colors all put together, not looking like anything but really happy somehow. (Hill, 16-17). Right away, we get the impression that Miss Agnes has a different approach to teaching. Regardless of academic acumen, a multi-sensory approach to create background knowledge and give personal meaning of a lesson for each student. So Miss Agnes put those books away and she made some other little books for us to read. A different one for each of usbut the thing about those books was they were about us. This approach to literacy begins with the teacher creating meaningful text for her students to draw from. When writing the books, she had the personal interests and backgrounds of each student in mind, which is an essential principle to Constructivist Learning. Using this as the cornerstone of her literacy lessons, Miss Agnes would have the students read them over and over, developing fluency then add more difficult vocabulary and depth to the stories as the students progressed. Soon enough, the students were reading their stories with one another and beginning to write their own stories. The scaffolding approach where the teacher models an activity and slowly grants the students more responsibility until they are able to stand on their own allow them to practice new skills and create something that is meaningful. More importantly, the teacher has a solid proof of learned skills to put in the students portfolios. The Constructivist notion that learning is for everyone and that learning involves social connections with students and interactions with members of the community and the environment is exemplified when the author wrote, Anyway, she kept Marie at it, even if she wasnt coming to school with us. Marie wasnt the only one. Plaskers father came to Miss Agness cabin sometimes at night, and she helped him to read and write, and even Old Man Toby came to learn to write his name. Miss Agnes didnt think school was just for kids. You have to keep learning all your life. She said. (Hill, 64).

Michael Lamb

EDUC 506 / Bland

September 26, 2011

One of my favorite examples of Constructivist Learning practices was when Miss Agnes introduced the students to the timeline for History lessons. The numbers went backward until they got to zero, and then they went forward. The picture of Robin Hood was at the 1100 number, and then whenever we had history, wed put up another picture. Nineteen forty-eight, that was us today, and 1938 was a war pictureWe could see how long ago things were happeningIt made my thinking go straight. When that line was almost filled up, we played time machine. (Hill, 69-70). This example reveals several important aspects of the Constructivist Learning Theory. The timeline in itself with pictures incorporated to aid students with a visual representation of the eras significance, not to mention that the students could see how the measurement of time is relative to when those events occurred. The time machine activity requires students to not only conduct significant research on the events, but the cultures and customs as well. The students watching the performances were encouraged to know important facts and details, as it was their role to ask the performers questions in an effort to trip them up. Miss Agnes never gave us tests, she just had us do things like this that made us remember what we learned. So it was really harder than a test, but it didnt seem like it somehow. (Hill, 70). This authentic assessment allows teachers like Miss Agnes to track the progress of her students by observing comprehension, randomly directing a question to a student to demonstrate the mastery of key concepts and definitions; all without the formality and pressure that goes along with standardized testing. From the very beginning of the story, Miss Agnes showed her new students that they were important and deserving of her respect. She took the time to gain intimate, personal knowledge of both her students and the community where they lived. She made it a point to incorporate their lives into her lessons and went out of her way to ensure that their needs are met

Michael Lamb

EDUC 506 / Bland

September 26, 2011

so that learning could take place. Miss Agnes also interacted with her students outside of school, participating in social events, letting them see her as a real person, not just a teacher. By using a variety of differentiated strategies, including making sense of lessens by demonstrating real life applications. But that old Dubin couldnt read, and he couldnt do arithmetic, only a little. After a while people began to cheat him. (Hill, 44). Also found, are some great reasons for the students to learn geography. Little Pete and Roger just excited, showing us where their trapline was.and where their dad shot the bear...I ran my finger from where we were on the Koyukuk River to Juneau and thought of my Daddy making that long trip. It was a long way away to go and die. (Hill, 42). Due to personalizing the lesson by incorporating her students experiences, they took more interest in learning because they could see the value in acquiring knowledge. Her students respected her and wanted to learn because they knew that she cared about them. By her laying the foundation that they can achieve more from life than what have become accustomed to, she gave them the ammunition to dream of the once inconceivable and turn those dreams into reality through education. In conclusion, the fundamentals of the Constructivist Learning Theory are essential for educators to meet the needs of todays diverse classrooms. Engaging and differentiated instruction, coupled with, student-teacher relationships based on respect and common goals, collaboration, teamwork, and many opportunities for students to learn by hands-on, high level thinking activities can create a classroom culture of success and respect. Miss Agness use of authentic assessment, multi-sensory learning, real world application of skills, and dedication to improving the abilities and self-esteem of her students are reflective of the Constructivist Learning Theory.

Michael Lamb

EDUC 506 / Bland

September 26, 2011

Reference List

Hill, Kirkpatrick, The Year of Miss Agnes, NY: Simon & Schuster Childrens Publications Division, July 2002, (PPs 1-113).