QTA: Constructing learning

Theory matters when it comes to thinking about the kind of learning we design for

A Quote

“A common mistake in designing constructionist environments or activities is to define the learning goal too narrowly … activity design should allow for freedom and exploration, even at the cost of occasional stumbling blocks, “wasted time”, and seemingly pointless play …

Construction is not a linear and one-way path. When constructing, there are many false starts, moments of musing and experimentation, times of uncertainly, and a fair amount of backtracking. But it is in the mistakes, the restarts, and the tinkering where we often have the opportunity to reflect and make sense of encountered concepts (Berland 2016; Kapur 2008). It is in the play and exploration where the ideas become our own.”

(SOURCE: Holbert, N. The powerful ideas of making: building beyond the curriculum. J Innov Entrep 5, 30 (2016). https://doi.org/10.1186/s13731-016-0058-4)

A Thought

Do you agree?

Does this argument - that freedom, musing, experimentation and backtracking lead to learning - reflect your experience and what you believe?

Does it depend on what is being learned, or what we are being asked to do with what we are learning?

Perhaps the answer lies in the kind of theory of learning you want your classroom to reflect.

An Action

Preflect: How many mistakes and retakes will you allow your students to make this year?