The Future of education
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To many, when you hear the name Piaget, you automatically think of Stage Theory. While this is probably his best known, and most controversial work, this was only a fraction of Jean Piaget's theory of constructivism. His work in 1972 described the future of education, a reform to construct true learning and meaning in our classrooms. This page is dedicated to this work of Jean Piaget. You will find out about the theory itself, implications for education and technology as well as examples of this "future" in action.
The future of education is now. The world is changing and we are in a global crisis where we are not supporting the creation of innovators in our schools (Wagner & Compton, 2012). We have an opportunity to revisit a method of teaching and learning that moves us beyond knowledge transference to inquiry and innovation. |
As educators, we are all at different stages of our experience and understanding of Jean Piaget's Constructivist theories. To honour the construction of your knowledge, we invite you to become active learners and "choose your own adventure" based on your interest and needs of student centred inquiry.
The four main areas of this page are:
How Children Learn, Implications for Education, Implications for Instructional Technology, and Makerspace.
When your exploration is complete please contribute to our Answer Garden discussion and see our co-construction of understanding grow!
The four main areas of this page are:
How Children Learn, Implications for Education, Implications for Instructional Technology, and Makerspace.
When your exploration is complete please contribute to our Answer Garden discussion and see our co-construction of understanding grow!
How Children Learn
Jean Piaget had three crucial components of how children learn that when authentically and effectively implemented could construct meaningful understanding.
The first is that thinking and learning must involve active participation of the learner (Piaget, 1972). This cannot be forced or artificial and therefore the most natural and contextual environment possible will nurture the most meaningful learning initiated by the learner's interests. This work has been foundational and influential of the preschool education programs of Montessori and Reggio Emilia. Secondly, Piaget described that for a child to know and construct knowledge of the world, the child must act on objects (1972). Further, it is this action which provides knowledge of those objects (Sigel, 1977). The learner must be active as they are not a vessel to be filled with facts. The third important consideration to how students learn is stage theory. Developmental psychology makes clear that children cannot learn something until maturation gives them certain prerequisites (Brainerd, 1978). The ability to learn is always related to their stage of intellectual development. |
Have you ever wondered why cats purr? Do penguins have knees? Does salt water freeze? Children are naturally curious and we must act upon that and provide those opportunities as opposed to teaching the creativity out of our students (Robinson & Aronica, 2015). Check out Wonderopolis by clicking the picture above. This is a site dedicated to a child's natural curiosity. As you explore, ask yourself how letting students ask and explore questions could support your curricular areas.
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Implications for education
Central to Piaget's cognitive theory is the student. Student centred education that focused on individual instruction and an active method of discovery is what Piaget challenged educators to do. Piaget described the role of a teacher as a facilitator and guide that could stimulate thinking. The role of the teacher is no less important in a student centred classroom, it takes on a different purpose. Knowledge transference and group assessment is replaced with individual assessment based on developmental appropriate methods and creating an environment of inquiry and collaboration (Piaget, 1972). This type of environment allows students to learn from making mistakes as opposed to being penalized for them.
It can be difficult to think about how to create this type of environment in our modern classrooms. Constructivist approaches have been tried and have failed over the last several decades. Dr. Susan Crichton, of the Innovative Learning Centre in Kelowna, BC, described this moment in history as "our chance to finally do it right". Allowing students to have hands on opportunities for discovery and invention is achievable if we are willing to examine our roles and educators and what we believe about student learning.
One resource that is marking our return to Piagetian roots, is the book called Invent to Learn. Sylvia Libow Martinez and Gary Stager have combined both pedagogy and modern technology to help schools approach the Maker Movement in education as a true model of instruction and assessment that is both possible and powerful!
It can be difficult to think about how to create this type of environment in our modern classrooms. Constructivist approaches have been tried and have failed over the last several decades. Dr. Susan Crichton, of the Innovative Learning Centre in Kelowna, BC, described this moment in history as "our chance to finally do it right". Allowing students to have hands on opportunities for discovery and invention is achievable if we are willing to examine our roles and educators and what we believe about student learning.
One resource that is marking our return to Piagetian roots, is the book called Invent to Learn. Sylvia Libow Martinez and Gary Stager have combined both pedagogy and modern technology to help schools approach the Maker Movement in education as a true model of instruction and assessment that is both possible and powerful!
“Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.”
― Sylvia Libow Martinez, Invent To Learn: Making, Tinkering, and Engineering in the Classroom
Click the books below to find out more!
Implications for Instructional Technology
Technology is not all created equal. All too often, technology in our schools is used for simple rote learning and consumption of information without a creative and constructive approach for students (Wagner & Compton, 2012). If we are to consider a Piagetian approach to learning, this must include this century's most crucial literacy...technology. Technologies that encourage interactivity such as multimedia, hypermedia and global collaboration fit in with Piagetian thought. Computer software that is strictly drill and practice does not fit in with an active discovery environment. It is time to break the 3R cycle in schools using Google and Powerpoint. Research, Report and Repeat need to be replaced with Discover, Create and Share. This can be done by considering the exploration of the following tools.
Multimedia - Microsoft Sway is a presentation tool that allows multiple users to co-create a dynamic collection of images, video, text, tweets and more to share a deeper understanding of learning. Click the picture. Hypermedia - The World Wide Web is the best example of Hypermedia, but there are also educational software that can be used as well to create connectivity! Click the picture. Global Collaboration - Learning cannot happen in a vacuum. By considering collaborative learning opportunities, students can co-construct meaning and understanding. Skype in the classroom and Mystery Skype are an amazing way to support connected learning. Click the pictures. |
Makerspace
Makerspace is a constructivist movement that is taking the world by storm! Imagine DIY meets education! Makerspace is not only a hackshop where you can go to learn how to use an arc welder for the afternoon. Makerspace is an educational concept as well, having materials available that can act as a provocation for inquiry, modern technology and items to invent with. Makerspace is more than a space itself, it is a mindset that can and should be taught. We have a student culture of children who have learned to consume technology. Educational zombies with all of their technological skill residing in the swipe of their index finger. With a Makerspace we can move beyond consumption to creation.
Constructing our knowledge collaboratively
True to a Piagetian inspired constructivist approach, we invite you to participate in co-constructing an Answer Garden. This is a powerful tool that allows for interactive feedback from teachers and learners surrounding a big idea. Click on the link below to provide your perspective and feedback to the essential question.
Are schools constructing or killing creativity? |
Jean Piaget has inspired many educational researchers and reformers to question the nature of creativity and constructivism in our classrooms. Sir Ken Robinson is one of these individuals. Sir Ken Robinson has the most viewed Ted Talk in history. It is a 21st century revival of the work of Piaget and something we need to truly question in our classroms. The world depends on it.
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classroom Examples of Inventing to Learn
References
Brainerd, C. J. (1978). Piaget's Theory of Intelligence. New Jersey: Prentice Hall, Inc.
Evans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc.
Kurti, R. S., Kurti, D. L., & Flemming, L. (2014). The Philosophy of Educational Makerspaces: Part 1 of Making an Educational Makerspace. Teacher Librarian, 41(5), 8-11.
Lavatelli, C. (1973). Piaget's Theory Applied to an Early Childhood Curriculum.Boston: American Science and Engineering, Inc.
London, C. (1988). A Piagetian constructivist perspective on curriculum development. Reading Improvement, 27, 82-95.
Piaget, J. Development and learning. In LAVATTELLY, C. S. e STENDLER, F. Reading in child behavior and development. New York: Hartcourt Brace Janovich, 1972.
Piaget, J. (1972). To Understand Is To Invent. New York: The Viking Press, Inc.
Robinson, K., & Aronica, L. (2015). Creative schools: the grassroots revolution that's transforming education. New York: Viking.
Schrock, A. R. (2014). “Education in Disguise”: Culture of a Hacker and Maker Space. InterActions: UCLA Journal of Education and Information Studies, 10(1). Retrieved from http://www.escholarship.org/uc/item/0js1n1qg
Sigel, I. and Cocking, R. (1977). Cognitive Development from Childhood to Adolescence: A Constructivist Perspective. NY: Holt, Rinehart and Winston.
Singer, D. & Revenson, T. (1978). A Piaget Primer: How a Child Thinks. NY: International Universities Press, Inc.
Wagner, T., & Compton, R. A. (2012). Creating innovators: the making of young people who will change the world (1st Scribner hardcover ed.). New York: Scribner.
Evans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc.
Kurti, R. S., Kurti, D. L., & Flemming, L. (2014). The Philosophy of Educational Makerspaces: Part 1 of Making an Educational Makerspace. Teacher Librarian, 41(5), 8-11.
Lavatelli, C. (1973). Piaget's Theory Applied to an Early Childhood Curriculum.Boston: American Science and Engineering, Inc.
London, C. (1988). A Piagetian constructivist perspective on curriculum development. Reading Improvement, 27, 82-95.
Piaget, J. Development and learning. In LAVATTELLY, C. S. e STENDLER, F. Reading in child behavior and development. New York: Hartcourt Brace Janovich, 1972.
Piaget, J. (1972). To Understand Is To Invent. New York: The Viking Press, Inc.
Robinson, K., & Aronica, L. (2015). Creative schools: the grassroots revolution that's transforming education. New York: Viking.
Schrock, A. R. (2014). “Education in Disguise”: Culture of a Hacker and Maker Space. InterActions: UCLA Journal of Education and Information Studies, 10(1). Retrieved from http://www.escholarship.org/uc/item/0js1n1qg
Sigel, I. and Cocking, R. (1977). Cognitive Development from Childhood to Adolescence: A Constructivist Perspective. NY: Holt, Rinehart and Winston.
Singer, D. & Revenson, T. (1978). A Piaget Primer: How a Child Thinks. NY: International Universities Press, Inc.
Wagner, T., & Compton, R. A. (2012). Creating innovators: the making of young people who will change the world (1st Scribner hardcover ed.). New York: Scribner.