CONSTRUCTIVISM IN AN EDUCTION ASSISTANT PRACTICUM

Assignment #1 Constructivism in an Education Assistant Practicum

Heather J. Wik University of British Columbia

ETEC 530 Section 65A Dr. Samson Nashon March 1, 2012

CONSTRUCTIVISM IN AN EDUCTION ASSISTANT PRACTICUM Constructivism in an Education Assistant Practicum Context

The College of the Rockies (COTR) is a community college located in the East Kootenays in British Columbia, Canada. I am an instructor in the Child, Youth, and Family Studies (CYFS) department, which, among other programs, offers a vocational Education Assistant (EA) 10-month certificate. For this paper, I will be analyzing the degree to which constructivism is present in our Education Assistant practicum field placements and then some opportunities to incorporate more constructivist learning activities for these students. Constructivist Elements Currently Being Incorporated Authentic Learning Constructivism asserts that students learn best when participating in authentic learning tasks. COTR Education Assistant students complete two practicum courses, where the practice in real settings with real children. The context of field experiences provides excellent opportunities for students to gain an understanding of the knowledge, attitudes, and skills necessary for their chosen profession (Lange & Bourroughs-Lange, 1994). At practicum sites students have a handson experience in a real place of work, where they participate in active learning (Blaik-Hourani, 2011). The authentic setting promotes a high degree of emotional involvement that leads to intrinsic motivation for success and increased professional growth (Dawson & Dana, 2007, p. 2). Collaboration During practicums, EA students collaborate with their supervising teacher(s) and other school personnel. They participate in meetings, professional development workshops, and actively share ideas and ask questions. They engage in meaningful dialogues with faculty about problems and observations. Students also collaborate with classmates through online course discussion

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forums. So (1999) states that having opportunities for students to talk about their ideas concerning particular concepts and issues are important in the learning process. Students really appreciate having the opportunity to share their experiences with classmates, and to get input and responses back. It is an important part of their learning support network. Reflection Lange & Burroughs-Lange (1994) stress that student supervision must be oriented toward the goal of reflection. My EA students complete regular online journals, answering guiding questions focused on personal reflection, some of which they share with classmates. I respond to all journal entries, frequently asking students further questions or asking them to seek out further information. Maidment (2006) discusses how online asynchronous discussions can be use to promote collaborative, reflective, inclusive and meaningful learning during the practicum (p. 48). Building on Previous Knowledge Prior to placing students at a practicum site, much thought and discussion happens between instructors in order to find an appropriate placement. Students fill out a questionnaire to provide specific information and to share any further information they would like us to consider. Personal experiences, courses completed, previous work and family background, and participation/success in previous classes with us are all used to determine the best possible placement where these experiences can be used to scaffold learning to new levels.

CONSTRUCTIVISM IN AN EDUCTION ASSISTANT PRACTICUM Constructivist Elements That Would Enhance Learning Learner-Centred One of the most important changes I will make in my EA practicum courses is to make

them more learning-centred. Students currently are given a list of knowledge, attitudes, and skills EAs need, and they are formally evaluated using standardized assessment forms. Students are not setting personal goals nor actively engaging in inquiry based learning. Malone (2008) outlines an inquiry-based preparation tool for early childhood teacher preparation that would be very beneficial to my EA students. Malone discusses the Personal Learning Plan Method which contains learner-centred, inquiry-based instructional strategies. The central premise is that learning is self-constructed through active engagement of the learners environment (p. 2). Goal setting, flexibility, challenge, authenticity, activity-based, self-directed, deep learning and choice are essential features of the plan. The essence of the plan is that student self-identify learning goals from a list of professional standards (such as our current list of knowledge, skills, and attitudes) then identify and implement unique activities intended to support their goals, and develop and evaluate products that reflect their effort, experience, and learning (p. 5). The Personal Learning Plan is used to facilitate active learning by helping them to focus on specific goals, engage in reflective practices, and document their learning. So (1999) states that constructivist theories of cognitive development emphasize the active role of students in building their own understanding, and a personal learning plan would certainly support this. Implementing a personal learning plan would also support the constructivist projectbased learning strategy where students both focus on open-ended questions and create artifacts to demonstrate their learning. To be more learner-centred, gaining a deeper understanding of students prior knowledge

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would also be beneficial. In order to build on existing knowledge, teachers must have a clear idea of what students already know and understand so that they can effectively engage in activities that will help them construct new knowledge (So, 1999). While genuine attempts have been made to make appropriate placements for my students, more information needs to be shared with practicum site supervisors, and a more collaborative approach should be taken at the beginning of the process. With the increasing number of online/distance students taking the EA program at COTR, it is common for instructors to have never met or had a synchronous conversation with students prior to their practicum. Initiating a video conferencing component between students and college instructors prior to a placement being made would provide an opportunity to gain a better understanding of the students knowledge and personal goals. At a recent CYFS Advisory Committee Meeting, a suggested was made that students provide a personal statement for their practicum sites to post in the school staff room. This would serve not only as a way to introduce the practicum student to school faculty, but it would also provide some background information for the site supervisor at the beginning of the practicum experience. The more information that is shared, the more likely appropriate scaffolding of learning can be implemented. Incorporating some case-based learning activities would further enhance the learnercentredness of my EA practicum students education. The process of inquiry could involve having EAs define a burning question that emerges from their practice, develop a research plan for gathering information (field notes, journals, interviews, work samples, readings), then take action to implement what was learned through their investigation and share the results with classmates (Dawson & Dana, 2007). As a part of my practicum course, I would like to see students working in small groups, where each student takes a turn presenting a case/question from their practicum

CONSTRUCTIVISM IN AN EDUCTION ASSISTANT PRACTICUM experience, then as a group, students work together to gather information, plan, and implement strategies to support the case. For example, the case could be Aboriginal literacy, how to teach children to subtract with borrowing, or finding ways to support social interaction for a specific

learner. Jacobson (2004) argues that creating communities of inquiry, where everyone is a learner, researcher, a seeker of new insights, and a poser of questions for which no one in the group already has the answers (p. 8) is vital. This type of reflective inquiry, based on living cases arising from personal field experiences, would significantly increase the learner-centredness of my EA practicum courses. Collaboration While students do collaborate with classmates and practicum site faculty, more collaboration would strengthen students learning. Since all students have different prior experiences, they are going to construct different meanings when exposed to similar information. Through discussion and social interaction, students arrive at shared meaning and can develop deeper understanding (Luxton-Reilly & Denny, 2010, p. 3). By having students work in small groups and take turns leading discussions about experiences that are arising in their practicum settings, greater collaboration will occur. Utilizing asynchronous communication tools within the Moodle course site will provide a place for students to delve deeper into issues, ideas, and research, and to both discuss and debate options for implementation. Improving communications between COTR instructors, practicum site supervisors, and EA practicum students will also help to facilitate better collaboration. By emphasizing the roles and responsibilities of each person before placements are finalized and again at the beginning of practicums, a great focus will be established. Expectations for collaboration need to be clearly articulated. All to frequently, EA students are thrown into practicum settings and are viewed as an

CONSTRUCTIVISM IN AN EDUCTION ASSISTANT PRACTICUM extra set of hands, rather than as a learning experience for the student. I have often noticed a significant difference in the perceived expectations in site supervisors who take student teachers, versus when they take student education assistants. In both cases, clearly planned constructivist learning activities would greatly benefit the student. Authentic Assessment EA practicum students are assessed twice formally, where the supervising teacher fills out an evaluation form (rubric with spaces for additional comments) and discusses it with the student and college instructor. Students also receive informal feedback as the practicum progresses. Sometimes the formal evaluations are viewed as a formality, rather than as a tool to promote learning. However, as a mentor, the supervising teachers willingness to provide constructive feedback can contribute to instilling confidence in the EA, and help to increase student reflection

and motivation (Hudson, 2004). Ensuring that all parties have an understanding of the purpose and expectations for formative and summative assessment will help to make the entire process more authentic and meaningful. In order to make practicum assessments more constructivist and meaningful, EA students need to do more reflection on their practice. They need to be involved in the assessment portion of their learning, by doing a variety of self-assessment activities. Dawson & Dana (2007) state that we need a better strategy than journaling to promote reflective thinking. EA students need to evaluate their progress within their personal learning plans. They need to share their reflections with others. Dougiamas (1998) asserts that constructivism occurs especially well when the learner is engage in constructing something for others to see (p 13). Students could select an activity from a list of various options and create something to share with classmates and then engage in

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discussions emerging from the presentation. For example, students could produce a short video of them reading one-on-one with children, and then discuss the use of strategies, what went well, how could it be improved, or what the next step would be. Students could be given the option of creating any number of artifacts as a part of the assessment component of the course. Role of Technology Technology can be used to enrich the constructivist learning for EA practicum students. As the College supervisor, my presence at practicum sites is minimal, and for distance students, non-existent. Therefore, it is important to establish a strong teacher presence in the online course component for practicums. How I design the environment and how I interact with students using asynchronous communication tools makes is vital. Maidment (2006) states: On-line asynchronistic discussion can be used to promote collaborative, reflective, inclusive and meaningful learning during the practicum. Through the use of on-line asynchronistic discussion, students are able to have informal contact with their peers who are also on placement contending with similar issues. In addition, with guidance from a course facilitator, students can use the asynchronistic discussion forum to develop and publish their own ideas, receive feedback from others in relation to postings and work in groups to complete specific projects. Each of these activities is cognizant with a constructivist paradigm where students reflect upon and share their placement experiences with others in the field and, through a process of discussion and receiving contributions from others, create meaning from their own encounters. (p. 49) Conclusion The practicum component for Education Assistant students is usually one of the most meaningful and enjoyable parts of the program. Students often share that the authentic setting and activities make them feel that they are finally doing what they went to school to learn how to do. After reflecting on the constructivist elements currently incorporated into my course, however, I now see there are tremendous opportunities to improve the learning of my EA students. The most significant change I will be addressing for my next set of practicums is making them more learner-

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centred. It all begins with the learner, and for my students, a personal learning plan will be the first step.

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References

Blaik-Hourani, R. (2011). Constructivism and revitalizing social studies. The History Teacher. 44(2), 227-249. Cheung, K. C. (1990). To Grow and Glow: Towards a Model of Teacher Education and Professional Development. Dawson, K., & Dana, N. (2007). When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?. British Journal Of Educational Technology, 38(4), 656-667. doi:10.1111/j.1467-8535.2006.00648.x Dougiamas, M. (1998) A journey into constructivism. Retrieved January 16, 2012 from http://dougiamas.com/writing/constructivism.html#trivial Jacobsen, M., Friesen, S., Clifford, P., & Association for Educational Communications and Technology, W. C. (2004). Mentoring Student Teachers Into The Profession: Intentionally Creating a Culture of Inquiry in the Context of Media and Technology Practice. Association For Educational Communications And Technology, EBSCO Host. Lange, J. D., & Burroughs-Lange, S. G. (1994). Intensifying the Professional Learning of Student Teachers: A Collaborative Process. Luxton-Reilly, A. & Denny, P. (2010). Constructive evaluation: a pedagogy of student-contributed assessment. Computer Science Education 20(2), 145-167.

CONSTRUCTIVISM IN AN EDUCTION ASSISTANT PRACTICUM Maidment, J. (2006). Using On-line Delivery to Support Students during Practicum Placements. Australian Social Work, 59(1), 47-55. doi:10.1080/03124070500449770

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Malone, D. D. (2008). Inquiry-Based Early Childhood Teacher Preparation: The Personal Learning Plan Method. Early Childhood Education Journal, 35(6), 531-542. doi:10.1007/s10643-008-0237-4 So, W. WM. (2002). Constructivist teaching in primary science. Asia-Pacific Forum on Science Learning and Teaching, 3(1), Article 1. http://www.ied.edu.hk/apfslt/v3_issue1/sowm/index.htm#contents Sunal, D. W (n.d.) The Learning Cycle: A Comparison of Models of Strategies for Conceptual Reconstruction: A Review of the Literature. Retrieved October 9, 2010, from http://astlc.ua.edu/ScienceInElem&MiddleSchool/ 565LearningCycle-ComparingModels.htm