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Professional Development Workshop Series:

Literature Circle Constructivist Learning Approach

Kimberly Wagner
8019113
ETEC 530 Constructivist Strategies for E-Learning
Instructor: Samia Khan
University of British Columbia
August 12, 2014

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Part A
WORKSHOP CONTENT
Knowledge & Beliefs
Why do we study literature?
We study literature to better understand our world and the people who live in it because when
we study literature we are attempting to achieve a better understanding of humanity. The
problem with our world is the difficulty of defining knowledge in terms of definite, solid truth. One
can assert a number of propositions while analyzing the behaivour of a character in a story that
are based on evidence presented or revealed in the telling. When we believe a proposition there
is a matching between what we think is the case and what is really the case; however, true
beliefs are still not knowledge until they are proven to be a genuine achievement on the part of
the agent[and] not simply a matter of luck (Pritchard, 2010, pg. 7). In a fictional story, one
must use the direct and indirect evidence created by the author to determine truths about the
character; authors frequently use methods of misdirection, ambiguity, mystery, and other
methods to create suspense, so determining truth can be a challenge. There are often grey
areas, or potentially false beliefs, that are purposely revealed later. The reader, regardless of
age or academic ability, needs to assess the behavior of the characters, suggest propositions
that they believe to be true, and then find evidence to support their truth. For their propositions
to be determined true beliefs there must be consistency and no contradictory details. Those
details in the story that support true beliefs are of instrumental value in proving a characters
traits or intentions. In a well-crafted work of fiction every detail is important to the story; it has
purpose in terms of setting, plot, theme, or character development. Only particular details will be
important to a certain purpose, for example, of proving a character has integrity or not. Although
we study literature with the purpose of determining truth about human nature and our world, it is
difficult to ever come to definite conclusions due to the instability of knowledge (Pritchard,
2010). T he propositions contained in literature that are the ideas of particular authors can be a
starting point to determining truth through further study into supporting social sciences, like
psychology, philosophy, or anthropology. Studying literature, fiction or non-fiction, helps us
develop a greater understanding of other people and the wider world. Critically assessing
characters within particular settings and circumstances is perfectly coordinates with
constructivist teaching methods.
In addition to knowledge being difficult to define, different types of knowledge have their
problems in terms of reliability. For example, we put a great deal of trust in testimonial
knowledge, but it sometimes false or misleading; thus, efforts are needed to uncover testimonial
deceit. Even characters can be deceitful in their words and actions. As well, memorial
knowledge is a problem too since our memories are not very reliable. Empirical knowledge is
developed without direct experience with the world (Pritchard, 2010), and literature study is an
excellent example of it as we read about the experiences of others, fictional characters or real
people, and learn from them. To draw conclusions about people and the world, we can develop
deductive or inductive arguments about their behavior. Students can develop their critical
thinking and argumentation skills through the study of literature. The ultimate goal of literature

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study is for students to become better critical thinkers who can find reasonable justification for
their ideas. In an effort to reach an objective truth, we are continually trying to better understand
our relation to the world, so there is opportunity to guide students as to varying perspectives of
truth according to factors like gender, race, religion, region, nation, etc.
Learning is Situated
How can the study of literature be a situated learning experience?
The concept that learners actively construct their knowledge as they interact with the
world is interconnected with the concept that learning is socially and culturally situated (Cobb,
2005). Our interaction with the world starts at birth and is rooted in our culture and social
situations. It is a very natural process. Traditional literature teaching in schools of much of the
20th Century has been more individualistic in nature. Learners were expected to read alone,
adopt the mainstream understanding of that writing, regurgitate significant details on tests, and
write generic essays that advocate the main idea. This process is not natural as it abdicates the
social aspect of learning. According to Cobb (2005), both the individual and the group are
important to the process of learning; each individual learner has a mind and is thinking about the
content and how it relates to him/her, and there is also a process of enculturation where
individuals come together and share their knowledge and come to a shared understanding (pg.
40). Literature was meant to be read and discussed from different perspectives to delve into the
various meanings that different people derive from a written work. An author who writes a work
that becomes considered literature has made a meaningful statement about life, human nature,
and culture which are all connected to our social interaction. Exploring literature or deciding if a
written work merits being considered literature are social activities involving many people with
varying perspectives that can be considered, assessed, and negotiated.
Eliciting Prior Knowledge
Is prior knowledge necessary to future learning?
When we are born we do not have any prior knowledge, but we start interacting with the
world and learning about our surroundings and the people in it. These experiences and
moments of learning develop our prior knowledge, and we are constantly building on what we
already know. After learning the rudimentary basics of reading, learners build on that knowledge
by reading more and more challenging books that contain more difficult vocabulary and new
ideas, so at whatever age or level of reading, learners are building on their prior knowledge,
making connections with what they already know and assimilating or accommodating that new
information. According to Baviskar, Hartle, and Whitney (2009), an educator must use methods
to elicit the prior knowledge of the learners or the new knowledge will not be incorporated into
the learners [existing] construct (pg. 543). Prior knowledge can be elicited through (formal or
informal) pre-tests, asking questions, or concept mapping. Teaching students to elicit prior
knowledge as they read though self-questioning is a key technique for connecting new
information to what you already know. In my experience, students are quite hesitant to ask
questions about what they are reading because they feel that it is revealing their lack of
knowing, as if not knowing something means they are not that intelligent. Discussing the idea of

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prior knowledge and building on it could create a different classroom atmosphere because
learners need to feel emotionally safe to share their ideas.
Creating Cognitive Dissonance
How can cognitive dissonance be created in a constructivist literature study classroom?
People are naturally curious about their surroundings and when they experience a
moment of cognitive dissonance, they are motivated to delve deeper in order to reject or
incorporate that new information into their knowledge constructs (Baviskar et al., 2009).
According to Baviskar et al. (2009), to make any changes to the knowledge construct
permanent, the learner must be able to apply the changed construct to novel situations, receive
feedback about the validity of the construct from other sources, and establish further
connections to other elements in the construct (pg. 543). The learner must become aware of a
difference between his/her prior knowledge and the new knowledge which seems at first look
more applicable to science or math, but it is quite applicable to the study of literature as well.
People develop ideas about culture, relationships, and the wider world, and they can be
confronted with ideas that are not consistent with their own; literature challenges people to
consider other peoples perspectives and culture that are not a part of their daily experience.
Reflective Practice
Is meta-cognition, or reflective practice, necessary to the process of knowledge transformation?
Once learning has been acquired and verified through application, learners need to
express what he or she has learned. Presentation, reflective paper, a return to a dissonance
creating activity, or teaching someone else a newly-learned concept are examples of how one
can reflect on his or her learning post-application (Baviskar, et al., 2009). The online writing
mediums blogs, wikis, and forums allow for ongoing reflection while gaining deeper
understanding of concepts (Matthew, Felvegi, & Callaway, 2009; Miyazoe & Anderson, 2010).
In Noels (2000) seminar group, students kept an ongoing journal of their discoveries and
musings that eventually culminated in a reflective paper. Regardless of the culminating task, the
ongoing reflection demonstrates the individuals cognitive journey as they attempt to develop
deeper understanding of the subject.
Blogs, Wikis and Forums to Support Constructivist Practices in Literature Study
How can blogs, wikis, and forums be used in a constructivist literature study classroom to
support constructivist learning tenants?
The nature of each of these online writing mediums supports constructivist learning
tenants. While blogs are best for individual polished writing pieces, wikis are best for collective,
shared content creation, and forums encourage social response through threaded conversation.
Their individual characteristics render each most useful for different purposes in the
constructivist learning environment (Fig. 1):

Blogs

individual
formal or informal
reverse chronological

order
exchange
author can edit work
controlled by creator
social response through

follow up comments
activity oriented: create
substantial wellprepared writing piece,
read and respond to
peers work

Wikis

Forums

collective
formal or informal
final product

cooperative
formal or informal
threaded

express
all contributors can edit
open
social collaboration

process
editing not permitted
controlled by moderator
social response through

using page commentary

activity oriented:

threaded conversation
activity oriented:

develop content with

respond to a

others, determine topics

question/topic, read

of importance,

other responses, think

coordinate on

critically, respond to

format/delivery

peers

Figure 1 (Adapted from Miyazoe & Anderson, 2010)

Wikis are particularly useful in a constructivist classroom environment because students

work together to generate online materials that reflect what they have learned and show
connections between their prior knowledge, the course content, and their personal experiences
(Matthews et al., 2009, pg. 39). A face-to-face classroom experience is extended by the
collaborative wiki development where reading, discussion, and reflection regarding course
content continues. According to Matthew et al (2009), Wikis harness a groups collaborative,
creative energy to produce shared knowledge that benefits everyone. In a collaborative online
community, each students ideas and knowledge are available and are a resource for everyone
in the class (pg. 39). As the student group develops the wiki, they become a community of
practice: Commitment to a common goal enables members of the communities to work
together and to learn from each other as they acquire a shared understanding (pg. 40).
Finally, creating a wiki situates learning in an authentic context because the wiki has a real
purpose of increasing understanding of the community of learners regarding a particular topic.
LITERATURE STUDY
In a constructivist learning environment the participants are an integral component since
they develop into a professional learning community that focused on a particular topic which is
the focus of study. They are a community because they collaborate on understanding and
extending the content and develop a shared knowledge of it. Learners, whether students or
teachers, construct their own sense of a topic. Cowey (2005) notes that her own pre-service
teacher constructivist learning involved participating as a learner of language arts which was
then synthesized in a reflexive paper on their transformed pedagogical philosophy. Likewise, the

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pre-service teachers in Noels (2000) language arts program in Nova Scotia were immersed in
experiencing constructivist language arts, so they could truly understand the application of
constructivist learning theory through hands on and minds on activities: These activities
enabled students to construct practice through a lived experience of a pedagogical approach
that was new to them (pg. 186). The follow up seminar course that was requested by some
of these students was a further extension of applying constructivist learning tenants. Students
chose their own readings to complete independently, then shared and discussed them with the
group, and finally kept an ongoing reflective log; they were building on their prior knowledge
developed in the previous course and experiencing a transformative process where their
understanding could be extended and deepened.
As learners share work with each other, they are assisting the knowledge construction of
themselves and their peers. The audience is important to challenge each member to produce
more refined work. Within PLC teacher groups, the critical questioning within the group
challenges each member to transform his or her understanding. Noel (2000) notes that critically
assessing the content is performed by making comments, asking questioning, making
connections to other content, prior knowledge or experiences. According to Vescio et al. (2008),
teachers within PLC groups benefit from the collaborative aspect as members encourage
sharing, reflecting, and taking the risks necessary to change (pg. 84).
To understand constructivist learning theory as a learning approach, learners need to
experience it first-hand. In my teaching context, professional development for working teachers
(full or part-time but working consistently) beyond the pre-service year has typically been
performed on professional learning days during the school year. Teachers have been expected
to receive by transmission and possibly through some activity particular content that the school
board expects to be adopted and implemented within a short time frame. Further professional
learning time was only added after teachers complained that they had not received adequate
training on the new methodology they were expected to adopt. About five years ago, the school
board adopted a PLC format where teachers engage in short sessions every two to four weeks
to further their learning on a particular topic chosen by the school board. Although these
sessions build content, they are not constructivist in nature, as there is still a transmission model
being used.
For the PLC model to result in transformative learning that results in a fundamental shift
in the habits of mind that teachers bring to their daily work there needs to be an environment
that encourages sharing, reflecting, and taking the risks necessary to change (Vescio, Ross &
Adams, 2008, pg. 84). The current PLC model does not allow teachers to have authority over
their learning process; teacher authority, the ability of teachers to make decisions regarding
the processes of their learning communities is essential to improving students learning (pg.
85). Teachers with authority over what they learn and how their school operates feel invested in
trying ideas that they feel will benefit their students. Cowey (2005) notes the following regarding
her implementation of a constructivist language arts program during her first year of teaching
where she was given authority over her practice: My first year solidified much of my thinking
and strengthened my constructivist beliefs (pg. 210). Professionals working within the field can

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explore these teaching practices with students and use a constructivist process for reworking
their current schema on effective teaching and learning.
Because many teachers have learned through their student experiences and teacher
training that was not constructivist in nature, it will take time to transform current schema that
often involves a view of learning as the acquisition of specific facts, rules, and attitudes that are
picked up by exposure and a view of the teachers role in the process as showing and telling
students what they need to know (Fosnot, 2005, Teachers Construct Constructivism (TCC),
pgs. 263-264). Teacher candidates who then become new teachers responsible for their own
classrooms, like Cowey (2005), need further experiences with constructivism to result in
transformative understanding. Fosnot (2005, TCC) notes that teacher education is a starting
point for challenging these traditional beliefs through activity, reflection, and discourse in both
coursework and field work, and field experiences extend initial understanding to allow for
further investigation and experimentation (pg. 264). It is the ongoing learner investigation,
reflection, and discourse that is integral to lasting understanding which is necessary for change
to occur. It needs to be a lengthy process to allow for that process of mind transformation.
Part B
Professional Development Workshop Literature Circle Constructivist Learning
Approach
PLAN
Target Audience: Grades 9 and 10 English teachers within my home school
Schedule: In a school year, there are ten professional learning cycle (PLC) one hour sessions
per month; these sessions will allow for a constructivist process of learning over the course of
the school year that involves eliciting prior learning, a generative process of active thinking (that
involves reading, speaking, listening, thinking, and writing), situated inquiry in terms of field work
to experiment and test ideas, the instructor acting as a facilitator (providing meaningful
feedback), and reflective activity to actively reflect on the application of the content (Baviskar et
al., 2009; Berge, 2002; Matthew et al., 2009). The sessions will follow this general schedule:

Session

Activity Focus

Eliciting Prior Learning

2-4

Constructivist Learning Tenants

5-7

Development of Field Work

8-9

Field Work

10

Final Reflection: Assessment

ACTIVITIES
Session 1 Opening Response Question
Learners will be asked to respond to a question that will activate prior learning and to establish a
reference point in current thinking on the subject of what constitutes a successful literature
study:
What are the necessary components of literature study for best student learning
results? What approach or particular activities have not worked out? Why? Identify any
problems with current delivery of literature study.
They will first write their own response in their personal log, and then they will discuss their
responses to determine idea trends and points of contention, and to critically assess those
points of contention.
Homework: Learners will be asked to (1) review a power point designed in e-book format that
reviews the key ideas about knowledge and true belief that are relevant to literature study
(based on Pritchard, 2010), and (2) find one other resource on a related topic to share with the
group.
Session 2 Knowledge & True Belief
Learners will discuss what they learned about knowledge and true belief and how it applies to
literature study:

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How is knowledge defined? What is the difference between knowledge and true belief?
Is it possible to come to objective conclusions in literature study?
The above questions will apply to the assigned reading as well as the independently located
critical resource. During the seminar type discussion, each group member will share his or her
other resource, and discussion will develop based on the content that is revealed and the issues
and concerns raised by members of the group. The facilitator will intervene as necessary to
provide additional questioning or redirection (as based on Noel, 2000). This constructivist-based
method will occur at this session and every subsequent session. Learners will be encouraged to
use their personal log to record notes on the topics of study and to record questions to present
to the group at the next session about the current reading.
Homework: Learners will be asked to (1) read the Cowey (2005) article A First-Year Teacher
Implements a Literature-Based/Whole-Language Program in a Fourth-Fifth Grade or the Gould
(2005) article A Constructivist Perspective on Teaching and Learning in the Language Arts from
the Fosnot (2005) edited text Constructivism: Theory, Perspective, and Practice, and (2) find
one other critical article about a constructivist Language Arts or high school English classroom
Session 3 Constructivism in Language Arts Classrooms
Learners will discuss what they learned about constructivist Language Arts or high school
English classrooms and how it compares to how they are currently teaching:
What are the key elements of a constructivist learning environment? How does this type
of learning approach compare to how you are currently teaching? What problems might
a constructivist approach address? What concerns do you have about delivering
literature study in this fashion?
Homework: Learners will be asked to (1) read the Matthews et al. (2009) article Wiki as a
Collaborative Learning Tool in a Language Arts Methods Class and (2) find one other critical
article about the use of online writing mediums in constructivist Language Arts or high school
English classroom (which could be the Miyazoe et al. (2010) article Learning outcomes and
students perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki
in an EFL blended learning setting).
Session 4 Use of Blogs, Wikis and Forums to Support Constructivist Practices
Learners will discuss what they learned about the use of online writing mediums in constructivist
Language Arts or high school English classrooms:
What are some best used for blogs, wikis and forums in a constructivist learning
environment and in particular a literature study classroom program? How could each be
used within a constructivist learning environment?
Homework: Learners will be asked to (1) create a mind map to organize what they have
learned about knowledge, constructivism, and online writing mediums to share at the next

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session, and (2) read the Baviskar et al. (2009) article Essential Criteria to Characterize
Constructivist Teaching: Derived from a review of the literature and applied to five constructivist
teaching method articles.
Sessions 5-7 Development of Constructivist Literature Study Plan
Learners will present and compare their mind maps in session five, and then discuss the
essential criteria of constructivist teaching:
What do Baviskar et al. (2009) identify as the essential criteria of constructivist teaching?
What problems were exemplified by the literature review of constructivist teaching
method articles? Are there any elements of constructivist teaching that is uncomfortable
or concerning to you? If yes, which ones and why?
Next, at the conclusion of this session and over the next two sessions learners will work
together to develop a plan for delivering constructive literature study in their grade 9 and 10
English classes that meets the essential criteria of constructivist teaching.
Homework: After sessions five and six, learners will (1) choose another reading (Vescio et al.
(2008), Berge (2002), Heinrich (2004), Fosnot (2005, Teachers Construct Constructivism:
Chapter 15), or a previous choice reading not yet read) or locate another reading of choice to
share with the group, and (2) locate a digital resource or online tool that could be of use in their
constructive literature study classroom.
Learners will share their readings and discuss the content following the process established by
the ongoing format of seminar group sharing, log keeping, and personal questioning. Then they
will continue to develop their delivery plan and assign homework as needed to create and
collect the practical materials to deliver it. They will develop criteria for assessment of the
effectiveness of this new learning method.
Session 8-9 Field Work and Ongoing Reflection
During sessions eight and nine, learners will discuss the implementation of the constructivist
literature study within their classes using the criteria for assessment they created in the planning
stage.
Homework: Each learner completes their own weekly personal reflections on the effectiveness
of the learning.
Session 10 Final Reflection: Assessment
The learners final reflection will coincide with the end of the courses for the students, so they
can now reflect on the overall learning that occurred. Again, they will use the criteria for
assessment developed during sessions five to seven. They will write a final reflective piece to
be shared with the group in a blog format. Learners will read their peers responses prior to the
last session, so they can develop their final overall assessment together.

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ASSESSMENT
This format of professional development models effective constructivist learning
methods that promotes the development of a professional learning community as this group of
teachers collaborate on their understanding and developed a shared knowledge of using
constructivist teaching practice in an English literature high school classroom. They will be
presented with questions to elicit their prior knowledge and be encouraged to ask questions to
extend their understanding by getting their questions clarified by their peers. The log keeping
throughout the process builds in reflective practice and leads to a final reflection on what has
been learned through the ten session process. Time between sessions allows for reflection as
they think about the content and apply it within their teaching contexts. The participants first
elicit their prior knowledge, then learn about constructivist learning tenants, practice it in the
field, and finally experience it themselves through this professional development. The field work
is especially important to transformative learning because shifts in teaching methodology
require practice. This series of sessions also allows each participant to have control over what
they will do with this learning in the classroom. Instead of just being told what they have to do,
they get to decide what would be the best ways to deliver constructivist learning practices.

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References
Baviskar 1, S. N., Hartle, R. T., & Whitney, T. (2009). Essential Criteria to Characterize
Constructivist Teaching: Derived from a review of the literature and applied to five
constructivist teaching method articles. International Journal of Science Education,
31(4), 541-550. http://ezproxy.library.ubc.ca/login?
url=http://onlinelibrary.wiley.com/doi/10.1080/09500690701731121
Berge, Z. L. (2002). ACTIVE, INTERACTIVE, AND REFLECTIVE ELEARNING. Quarterly
Review Of Distance Education, 3(2), 181. Academic Search Premier. Retrieved from
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Cobb, P. (2005). Where is the Mind? A Coordination of Sociocultural and Cognitive
Constructivist Perspectives [Chapter 3]. Constructivism: Theory, Perspectives and
Practice, 2nd Ed., Edited by Fosnot, C. New York: Teachers College Press, 39-57. [Print]
Cowey, S. (2005). A First-Year Teacher Implements a Literature-Based/Whole-Language
Program in a Fourth-Fifth Grade [Chapter 11]. Constructivism: Theory, Perspectives &
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Fosnot, C. (2005). Teachers Construct Constructivism: The Center for Constructivist Teaching/
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learning setting. System, 38(2), 185-199. doi:10.1016/j.system.2010.03.006

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Noel, K. (2000). Experiencing the Theory': constructivism in a pre-service teacher preparation

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