Four Different Approaches to Learning 

 

 

 

Abstract:  

 

    Knowledge is constructed through a multitude of experiences and methods.  No one method is superior to the other; they each bring their own characteristics. The four major approaches: Constructivism, Multiple Intelligences, Universal Design, and Inquiry-Based Learning benefit students' acquisition of knowledge in their own ways.  Many of the approaches overlap in some areas and can be combined in a school year to establish competent learners and thinkers.  Most of the approaches cater to the individual student and his or her abilities. This paper gives an overview of each of the approaches and explores how the approaches can be benefited by technology.  

 

 

 

Constructivism

 

 What is Constructivism?

 

     Constructivism is a theory of learning, which proposes that humans construct meaning from current knowledge structures (Concept, 2004).  This teaching approach values developmentally-appropriate facilitator-supported learning in which learners initiate and direct their own learning.  Constructivism is generally attributed to Jean Piaget, who argued that knowledge in internalized by learners.  He stated that through accommodation and assimilation, individuals construct new knowledge from their experiences (Constructivism, 2007). 

 

 

 Why is it important for teaching a diversity of students?

 

     Constructivism is an important tool for teaching a diversity of students because it offers a means in which students come together and take an active role in their own learning.  Since constructivism views each learner as an individual who is unique, it encourages and rewards these differences as an integral part of the learning process.  This approach to learning appreciates each learner’s own version of the truth influenced by his or her background, and stresses the importance of the learner’s social interaction with knowledgeable members of the society.  Constructivism stresses that the responsibility for learning lies with the learner (Constructivism, 2007). 

 

 

How does a teacher apply the theories/principles into teaching and learning with technology?

 

     Technology has great implications for the constructivist approach to education.  It offers creativity, various environments, information, tools, and communication (Concept, 2004).  Using the student-centered approach, technology provides numerous opportunities for students to build their own knowledge while being actively engaged (Constructivism, 2007).  They can take part in WebQuests, weblogs, internet searches, creating web pages, Power Point Presentations, group work, etc., all of which can be set up so that the teacher is the facilitator supporting the learning process. 

 

 

What to share?

 

     When students are put in the driver’s seat, they are more interested in their learning.  It is important to hold students accountable for what they are learning and what better way to do that than to create an environment that follows the constructivist approach.   

 

 

Inquiry-Based Learning

 

 

 What is Inquiry-based learning?

 

     Inquiry-based learning is where students explore questions by being involved in the learning with their five senses.  “Inquiry also provides the opportunity to acquire specific investigation skills” (Edelson, 1999).  The students are not the receivers of information; they are the ones exploring and discovering it to answer their questions. It places importance on the process of finding answers more than having the right answer.   

 

 

 Why is it important for teaching a diversity of students?

 

     The most important aspect of inquiry based learning is that it allows students to explore topics and ideas that are interesting to them.  One lesson provides a multitude of choices and allows the students to be in charge of their learning.  Each lesson can be modified by the students’ questions to meet the needs of students on varied academic and language levels in the classroom while also meeting the grade level standards. “Organizing learning in this way would enable teachers and students to integrate knowledge across the disciplines through the cultivation of disciplined habits of mind, and allow learning to unfold in a way that respected the intellectual growth and age-specific concerns of the child”(Dyasi, 2000).

 

 

How does a teacher apply the theories/principles into teaching and learning with technology?

 

     The basis of using this in teaching is making a lesson driven by questions developed either by the student or the teacher.  The questions can be about something students experience in the lesson; preferably, they relate to something they’ve experienced in their lives.  Being familiar with the area the students are going to create questions about allows them to develop more creative questions.  Students could explore a WebQuest on a certain subject and from their experiences with the subject; they can create questions they wish to explore.  Using those questions, students can create blogs to detail their learning experiences and record sites in Del.icio.us or Google bookmarks that they found useful.  Students can also create a PowerPoint to present the way they discovered their answers and additional questions they have derived from the original questions.  In the PowerPoint, students can also state why their questions are important and the impact they have on the original subject.  

 

 

What to share?

 

     Have students explore something that is common in your area that students have personal experience with.  The following are ideas to use with students in Arizona: monsoons, butterflies, desert changes, foods grown in the desert, or high pollution advisory days.  When students explore a question thatthey’ve made, they take ownership of the question and the process needed to answer it.  "Tell me and I forget, show me and I remember, involve me and I understand"(Inquiry-Based Learning, 2004).

 

 

Multiple Intelligences

 

 

What is Multiple Intelligences?

 

    Intelligence is “the capacity to solve problems or to fashion products that are valued in one or more cultural setting” (Gardner). When Howard Gardner was studying intelligence, he saw that people learned in more ways than the traditional linguistic and logical-mathematical ways that were taught in many schools. There are eight Multiple Intelligences that are in Mr. Gardner’s theory. They are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist intelligence.

 

 

 Why is it important for teaching a diversity of students?

 

    It is important to teach to the multiple intelligences to make sure that every student has an opportunity to learn the material being taught in a way that he/she can benefit from the most . Every student is an individual and may learn a lesson better if done to music or if he/she can manipulate the materials to create something to show that he/she understood the concept being taught.

 

 

 How does a teacher apply the theories/principles into teaching and learning with technology?

 

   An example of using kinesthetic learning in the classroom might be allowing the students to feel the different forces that are being applied to a structure by using their own body. The teacher should create some lessons that get them up and create an arch with their body and move their hands up and feet closer and further from the wall to recreate the pressure that is applied in an arch. Then they can create an arch out of toothpicks with a partner and manipulate them to make it support itself. Through their trial and errors, they will start to understand where the toothpicks need to be to make an arch. By working together, they are learning how to collaborate and express themselves to create the arch. These skills are going to be important when they get a job and need to figure out how to work with other people and different perspectives. (McCall).  With technology, accessing or building sites that stimulate the different modalities such as music, graphics, and interactive sites.

 

 

What to share?

 

    Having material presented through a variety of modalities which tap into the various multiple intelligences will help students acquire and internalize the concepts they are learning.  The students can relate what they have learned through their drawings, through music, or any of the other multiple intelligences to share with their classmates.

 

 

Universal Design

 

 What is Universal Design?

 

     Universal design is an approach that looks at everyone, as opposed to the average person.  The teacher or student needs to take into consideration varying abilities, conditions, and backgrounds.  The concept of universal design originated in architecture, when designing began to consider functionality and aesthetics.  Designing a building that has a ramp incorporated into a beautifully built spiral walkway that compliments the front of a building is an example of universal design (CAST, 2008).   

 

 

 Why is it important for teaching a diversity of students?

 

   Universal Design is important because it is in compliance with the American with Disabilities Act of 1990, which requires access to be given to all people despite their disabilities.  Universal Design is also in compliance with Section 508 of the Rehabilitation Act which specifically addresses web pages and accessibility standards. By following Universal Design standards people are able to provide accessibility to a wider range of people as well as meeting their legal and ethical obligations (Burgstahler, 2008).

 

 

 How does a teacher apply the theories/principles into teaching and learning with technology?

 

 

In terms of education and technology, universal design helps set standards in the way we use, make, and evaluate the World Wide Web.  Universal design should give multiple means of representation, expression and engagement so all users will have the opportunity to interact and access the information.  The W3C’s Web Accessibility Initiative advocates four qualities all web sites should have.  They should be perceivable, operable, understandable and robust (Comden, 2008). 

 

 

 What to share?

 

    Guidelines have been set for web sites that teachers and students create and use.  The websites should be simple and consistent in design of both layout and background.  Standard HTML code should be used.  Captions and transcriptions should be available on audio and video.  A description of important images should be provided through either ALT or LONGDESC.  Images that are not of importance should have a NULL value.  Frames should be used sparingly.  Alternatives to forms, databases, applets and plug-ins should be considered.  A note on the page about the accessibility should be included, encouraging users to suggest other ways to make the page easier for them to use.  The creator of the site should test the website with a variety of different browsers and manners to see how accessible the site is for everyone.  The idea behind following these guidelines is to make the full range of resources available to all of the users (Burgstahler, 2008).

 

 

 Conclusion:

 

    All four approaches to learning can be incorporated into the classroom.  Constructivism and inquiry-based learning go hand-in-hand, along with the use of Multiple Intelligences.  These three approaches involve the student in active learning using a variety of modalities.  Universal design incorporates access for all to the technology that is vital to 21st Century students.  Incorporating these different approaches to into the classroom and with-in technology will provide a meaningful education for students. 

 

 

 

References

 

 Burgstahler, S. Universal Design of Web Pages in Class Projects. Do-It: University of Washington. Retrieved February 20, 2008, from http://www.washington.edu/doit/Brochures/Technology/universal_class.html.

 

 Center for Applied Special Technology (CAST). What is Universal Design for Learning? CAST Universal Design for Living. Retrieved February 20, 2008, from http://www.cast.org/research/udl/index.html.

 

 Comden, D. & Burgstahler, S. World Wide Access: Accessible Web Design. Do-It: University of Washington. Retrieved February 20, 2008, http://www.washington.edu/doit/Brochures/PDF/universal.design.pdf.

 

 Concept to Classroom. (2004). Constructivism as a Paradigm for Teaching and Learning.  Retrieved February 19, 2008, from http://www.thirteen.org/edonline/concept2class/constructivism/explo...

 

 

 Constructivism (learning theory).  (October 2007).  In Wikipedia, The Free Encyclopedia.  Retrieved February 19, 2008, from http://en.wikipedia.org/wiki/Constructivism_(learning_theory).

 

 Doctor Howard Gardner, Multiple Intelligences and Education. (n.d.) Retrieved February 19, 2008, from http://infed.org/thinkers/gardner.htm.

 

 Dyasi, Hubert. (2000). What Children Gain by Learning Through Inquiry. Retrieved February 19, 2008 from http://www.nsf.gov/pubs/2000/nsf99148/.

 

 Edelson D., Gordin D.N. & Pea R.D. (1999) Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences 8, 391–450.

 

 Gardner, Howard (1999). The Mind's Intelligences. Retrieved February 16, 2008, from Teacher Resources/Education Web site: http://www.learner.org/resources/series106.html.

 

 

 Grainger, Clive A. (producer). (1999)Workshop 4 Inquiry. United States: Harvard-Smithsonian Center for Astrophysics.  Viewed on February 20, 2008 from http://www.learner.org/resources/series106.html#.

 

 Inquiry-Based Learning. (2004). Thirteen. Retrieved February 20, 2008, from http://www.thirteen.org/edonline/concept2class/inquiry/index_sub3.html.