| In constructivist learning environments… |
In a constructivist computer lab… |
Using MicroWorlds… |
On the MicroWorlds in Action site… |
| learners actively construct knowledge. |
most activities are project-based. |
learners exercise their problem-solving and critical thinking skills in a rich environment. |
extension activities for each project encourage exploration and extend new skills. |
| learning is student-centered and internally driven. |
learners work at their own pace on projects of their own choosing (as much as possible). |
learners can be creative in designing presentations, games, simulations, geometric designs, animations, more. |
learners may sample or explore project folders in any order, based on theme or programming emphasis. |
| learners engage in authentic tasks in meaningful, relevant (and sometimes real-world) contexts. |
computers are tools for meaningful learning, creating, and thinking… not for practicing already-learned skills. |
learners conceive of a project, determine the steps involved in making this idea a reality, and share their finished project with others. |
students may explore FAQs; programming vocabulary; interactive projects with notes, procedures, and extension activities. |
| new knowledge is constructed in the context of the learner's prior knowledge, experiences, and beliefs. |
when a new skill or concept is presented, each student has a chance to apply new knowledge in a personally meaningful way. |
the turtle gives students a context for new knowledge as they "teach the turtle new words" and watch the turtle follow instructions they have written. |
folder themes are based on familiar activities. Projects within each folder are sequenced, building on skills and concepts introduced earlier in the folder. |
| reality is often represented in more than one way. |
learners are encouraged to consider more than one way to solve a problem. One lesson can lead to many implementations. |
there are often numerous possible solutions to one programming or design challenge. |
extension activities for each project encourage the learner to experiment with different solutions to a problem. |
| learners learn about learning: creating not just new meanings but new systems of meaning. |
learners create new systems of meaning as they plan, develop, evaluate, and revise a project - a stepping stone to more complex work. |
learners learn how to communicate new knowledge to the computer using its existing knowledge base; how to debug errors; etc. |
extension activities for each project help the learner reflect on the learning experience and apply it in new contexts. |
| activities are often hands-on and always engage the mind. |
software becomes a canvas for creative exploration, through graphic design, programming, word processing, spread-sheets, meaningful Web work |
learners create a new world through commands issued to the computer. Also, the help menu models new terms and concepts through small interactive projects. |
learners can explore interactive projects with buttons and sliders, before and during the process of learning the skills involved in creating each project. |
| learners reflect thoughtfully on their experiences. |
learners reflect, discuss, and evaluate their projects and their choices. |
learners test and debug each small piece of the puzzle, revamping the project plan as needed. |
extension activities promote reflection on big ideas and details, providing aconstructivist means of self-assessment, peer assessment, and teacher assessment. |
| learning is a social activity; learners tend to construct knowledge through collaboration rather than competition. |
teams of learners may work together to develop projects. Learners turn to peers for testing and feedback and may be trained to help mentor peers. |
learners often turn to peers for ideas and support as they develop and debug a project. Projects may be shared on the Internet with the free web player. |
projects are well-suited for group or solo exploration. Extension activities facilitate peer assessment. |
| learning takes time. |
learners may develop and complete projects at their own pace. |
the rich multimedia environment inspires learners to tackle ambitious projects. |
all activities are self-paced; in-depth or cursory exploration is possible. |
| learning involves language. |
teachers ask open-ended questions stimulating learners to analyze, predict, and discuss the learning process with their peers. |
learners explore a new form of communication: conveying new meanings to a computer through a programming language. |
self-help is encouraged through FAQs, project notes, and sample procedures. Extension activities promote discussion and analysis. |
| assessment becomes part of the learning process. |
a learner, peers, and the teacher may be involved in assessing projects, with a focus on sharing and refining skills and concepts rather than on grades. |
a learner self-assesses a project frequently and incrementally by testing procedures and by sharing the project with others. |
extension activities encourage self-assessment (and sometimes external assessment) at different levels of complexity. |
