Much like an actor continually acquires new tools to perform different techniques on stage, educators too, should search for tools to add to their repertoire of teaching practices. One technique is not sufficient to use for every performance, and one teaching method should not be considered sufficient for teaching all topics and meeting all standards. Teachers spend to much time in most classes delivering content; time that can be better spent helping students actively identify the uses of the content, increase understanding, or identify why the learning matters to them. Moving content learning out of class moves the teacher from the traditional pedagogy of delivering content in the classroom and expecting students to apply it outside of the classroom, to facilitating the application of content under the guidance of the teacher during class. Students are more likely to learn content and applications if they see what they can do with the information and skills, why these uses matter to them and others, and how these applications can be applied to settings. If the traditional teaching methods are not resulting in increased understanding, better approaches must be considered.
This action research project addresses the disconnect between knowledge and transfer in today’s learner, and explores how implementing a constructivist learning environment grounded in increased student activity, engagement, collaboration, and the use of technology can improve conceptual understanding through practical application.
Video Introduction to my Action Research
This action research project addresses the disconnect between knowledge and transfer in today’s learner, and explores how implementing a constructivist learning environment grounded in increased student activity, engagement, collaboration, and the use of technology can improve conceptual understanding through practical application.
Video Introduction to my Action Research