This paper will focus on the necessity for professional development and teacher training when implementing constructivist teaching methods and practices. This need is especially important in the following areas: technology, cooperative learning, project-based learning, and learning styles. As educators we are concerned with the motivation and self-efficacy of our students, but equally important is our own comfort level and confidence. In order to do our best we need to feel that we are well prepared and ready to meet the challenge of teaching all types of students. Professional development and training is one way to help foster confidence and educate teachers as to how they can incorporate new strategies, tools, and theories into their bag of tricks.
Constructivism
Constructivism is a student-centered teaching theory. According to Duhaney and Duhaney, constructivist teachers try to provide a learning environment where students can create their own learning. They also feel that the teacher is more of a coach, which creates a collaborative experience and allows for discovery learning. This style of teaching can be overwhelming for those who have a more traditional background. Some schools are promoting the use of constructivist methods such as: cooperative learning, project-based learning, authentic assessment, and literature circles. In order for teachers to get the most out of these teaching strategies, they need to know how to best utilize them. Professional development is needed in order to motivate reluctant teachers to begin practicing these constructivist approaches.
Technology
In recent years many technological tools have been introduced to the field of education, but still many teachers have been slow to integrate them into their classrooms. Dexter, Anderson, and Becker (1999) stated that a supportive working environment and training is necessary, so that teachers will have the courage and confidence to try innovative methods and make them a part of their methodology. Some of the new technologies that can be infused into ones teaching practices include: organization devices, management software, presentation applications, drill and practice tools, and assistive technologies. Without proper planning and practice these technologies cannot be used to their full potential.
Assistive technology can be helpful to people with disabilities, but many educators and administrators are unsure of how these tools can help their students (Forgrave 2002). There are tools to assist visually-impaired students, students with motor function difficulties, and those with hearing impairments. According to Forgrave, it is important that teachers know how assistive technologies can be tools of empowerment for students with learning disabilities, and that training is a necessity.
Speech synthesizers, frequency modulation devices, and software programs were discussed by Duhaney and Duhaney. Dyna Vox, a program to help students with speech problems, and HeadMaster, a device to assist students with motor disabilities, were two specific programs noted by Duhaney and Duhaney that if used properly can assist those with disabilities. They state that research shows that how teachers use and implement technology is more important than the technology itself. Without training in the uses of technology teachers will not know how these tools can be used to help students.
In the Zhang (2000) study she states that misused technology or technology that does not strengthen learning is often more distracting than supportive. She continues by adding that teachers who are not properly trained in using technology to support the curriculum often use it as a reward or a “novelty.” This alone spotlights the importance of training teachers in new technologies.
Having confidence in ones ability as an instructor is necessary when presenting a well-planned and engaging lesson. Confidence in the benefits of the tools and methods being used is an equally important factor. Royer (2002) proposes that the reason some teachers are not using technology within their lessons is because they do not believe that computers and other technologies can boost learning. Gaining confidence with technology requires that teachers get a lot of practice and experience using it. According to Royer, training teachers in technology needs to be a continuous program, so that teachers can gain the experience needed to implement it in their classrooms.
A professional development study by Mulqueen (2001) concluded that three factors are important in making teachers feel more comfortable with technology including: professional development days in which teachers can share their experiences, summer workshops, and Internet workshop follow-up assistance. The knowledge gained in professional development workshops helps motivate teachers to add computers and technology to their arsenal of teaching tools.
Technology is only going to become more and more infused into educational practices as time goes on. Training will help create confident, effective teachers who use the latest tools of the trade to benefit students.
Cooperative Learning
Cooperative learning is a method that allows students to work together to solve problems, discuss topic, or answer questions. It is a way that they can share knowledge and take their learning to another level. Literature circles, a method which requires cooperative learning, can be a useful and powerful way to discuss and share information. Students take on a specific role within a group. Each role emphasizes a particular task such as searching for interesting vocabulary, keeping track of figurative language, or devising questions to ask the group. With this strategy students take much of the responsibility for their own learning. Without proper training and preparation this can become a difficult social situation rather than a learning experience.
In the Mueller and Flemming study, which consisted of 29 sixth and seventh grade students, found that students enjoyed working in cooperative groups and felt they learned more that way than by just using traditional textbooks. Even though their research shows the benefits of cooperative learning, Mueller and Flemming note that many teachers still do not feel confident with the role as facilitator. They suggest that current teachers get training in using cooperative learning properly and preservice teachers be required to courses on cooperative learning.
Project-Based Learning
Another
constructivist method of teaching is project-based learning. Curtis (2002) outlines an approach that can
be taken when planning to implement projects.
She also gave examples of projects done at a school in
Through in-service and workshops teachers can learn ways to successfully use
projects as a part of their curriculum.
Learning Styles
Students learn in different ways, and the theory of learning styles addresses those differences. It is a method that encourages teachers to present lessons in various ways. For example, visual learners need to see something in order for it to make sense. Others may be tactical learners and need to touch or be in motion (kinesthetic). According to Brand, Dunn, and Greb (2002), research shows that when the learning styles of classified students are addressed, their standardized test scores in math and reading improve more than those classified students whose learning style was not addressed in their learning.
Creating and implementing lessons that address the various learning styles can be time consuming and tedious, but ultimately beneficial to all students. Brand et al. suggests that educators need more information on how to best implement learning style theories into classroom practices. Schools need to be sure that they offer in-service workshops if they expect teachers to begin using varied learning style approaches.
Conclusion
Professional development is needed, so teachers can incorporate constructivist methods into their classrooms with confidence and success. Doctors would not go into the operating room without knowing the latest developments in surgical procedures. The same is true for teachers. Districts cannot expect teachers to utilize methods that they are not experienced with. Some teachers may feel that these constructivist methods go against their traditional teaching style. Professional development programs can help motivate and educate some of these reluctant teachers. Teachers need to continually grow and learn throughout their entire careers. They are the ultimate students. Through constructivist strategies such as: cooperative learning, project-based learning, those that incorporate technology, and the various learning styles, teachers offer diverse learning environments, which give students more responsibility for their learning. Students feel ownership of their learning, therefore, seeing how it relates to the real world. That should be the goal of all teachers.
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