ETEC 530

Self-assessment for the Research Cafes

Submitted by: Jesse Costello
Date: July 20, 2016
The purposes of the research cafes are to explore personal teaching
contexts and the application of effective constructive strategies. In
addition, it is a platform for developing your research skills further and
gaining first-hand experience with e-learning strategies of personal
interest.
The questions below are designed to prompt an analysis and reflection
of your ongoing inquiry into knowledge and constructivist e-learning
strategies. It is expected that the long answer questions contain at
least a paragraph (about 4-5 sentence) response. Please use this form
to complete the self-reflection.
1. When did I facilitate a research caf?
a. Week 10
2. What was the topic on constructivism I chose to explore?
a. Motivation in L.A., exploring articles that either supported
or argued against the efficacy of constructivism on literacy.
3. What research did I select to study and why?
a. Oldfather, Penny, & Dahl. (1994). "Toward a social constructivist
reconceptualization of intrinsic motivation for literacy
learning." Journal of Literacy Research 26, no. 2: 139-158.
I chose this article because I was curious about how to
increase student motivation. I feel that developing an
intrinsic motivation is extremely important in students. It
seems natural to me that many constructivist strategies
would help to develop this for my students.
b. Stanovich, K. E. (1994). Constructivism in reading education. The
Journal of Special Education, 28(3), 259-274.
doi:10.1177/002246699402800303

I chose this article because I wanted to present a

contrasting point of view. I hoped that doing so would help
those participating in my caf to critically think about
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constructivism in a way that hasnt been present in other

readings to this point. I think that its important to read
articles/information that either supports or contrasts ideas,
which should make you think carefully about what seems
right to you.
c. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why
minimal guidance during instruction does not work: An
analysis of the failure of constructivist, discovery, problembased, experiential, and inquiry-based
teaching. Educational psychologist, 41(2), 75-86.
Again, this was chosen as a contrasting opinion. This article
was optional/supplemental. I chose this article because of
personal experiences as an early learner at a school that
fully embraced constructivist pedagogy. I wanted my
participants to think about the strengths and weakness of
different pedagogical techniques in different areas of the
classroom.
4. What 5 things did I learn about constructivist strategies from the
body of research I studied, including the Fosnot chapter I read?
a. The importance of choice for students especially for
writing (Fosnot)
b. Whole language learning is natural and begins from birth. It
should be continued in school (Fosnot)
c. Some aspects of learning, especially detailed areas such as
grammar or word recognition, may be less
effectively/efficiently taught through constructivist
strategies, especially for those with learning difficulties
(Stanovich)
d. Whole language learning that allows students o actively
construct meaning is a key factor in students development
of intrinsic literacy motivation (Oldfather, Penny, & Dahl)
e. Guided instruction is especially important as students build/develop
the skills necessary for future independent work/learning. (Kirschner,
Sweller, & Clark)
f. Evidence suggests more efficacy in guided instruction than minimal
guidance/discovery learning (Kirschner, Sweller, & Clark)
5. What 3 new research skills did I develop or hone with this
assignment?
a. I felt very comfortable with research going into this
assignment. I think the main thing that worked for me was
varying my key words, using both the UBC Library and
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Google Scholar, and reading abstracts to find articles that

interested me (and hopefully my peers).
6. What e-learning strategies did I try out with my peers? How did I
decide to try these particular e-learning strategies out (eg.
research, other sources, personal experience, etc)?
a. I tried to create an open, friendly, and welcoming space,
with plenty of options for my peers to respond about. I
think that offering choice can really be useful, so one can
dig into subjects that they are motivated to explore deeper.
I also really like hearing about peoples thoughts and
opinions, especially as we should have all read the same
articles. To help facilitate this I shared personal
stories/experiences and responded to responses with more
questions/comments. Finally, I encouraged others to
respond to each others work too, as they are equal
partners in making a successful caf.
7. How did my peers help me?
a. My peers helped me bringing in key aspects of the articles
through quotes or paraphrasing, added relevant aspects
from related articles, and were open to share their
experiences and thoughts. I was glad to have this group for
my caf because they posted fairly regularly which helped
to keep the discussions moving along and keep it
interesting.
8. What are one- two memorable examples of dialogue from the
caf? (Share the transcript portion) Why are they memorable?
I think the caf as a whole was strong. Im a little unsure what to
select. (i.e. favourite lines or favourite complete posts). In the
end Ive chose Kerrys comments on her experiences with whole
language learning and how it related to my own experiences. As
well, the post connected her personal experiences, reference to
text, and relevance for teaching.
RE: Language, Literacy, and Motivation in a Constructivist Classroom
COL LA PS E

Jesse, apparently I was also in a similar boat as you, although I never went to a
Montessori school. I was taught by a number of teachers that taught using the whole
language method. I also had to go to the Learning Acquisition Centre as a kid
because I had strange pronunciation and had a difficult time reading (and telling
time). Aftern learning to read more independently, it became a life-long love of
mine, and now something I do for a career. That didn't mean that I had great spelling
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or grammar, though. And, similar to you, it only really improved through direct
instruction in post-secondary and then later when I was teaching it myself in a
tutoring agency. All of a sudden, grammar was de-mystified! And I was making
fewer mistakes! And I learned that I shouldn't start sentences with subordinating
conjunctions (:P). As a result, I try to provide some direct instruction with these
devices in the most 'whole' method that I can. For instance, I told my students that I
was explaining to them the secrets of punctuation, and for them not to worry about
the specific names.
According to Oldfather, Penny, and Dahl (1994), it seems like the constructivist
classroom is anti-behaviourist and supports a positive classroom culture, and affirms
and empowers interpersonal and intrapersonal relationships. This could mean it is a
whole language classroom (and is perhaps the most likely based on the dialogue
examples they give). Stanovich (1994), on the other hand, seems to have a more
blurred view on exogenous and endogenous constructivism. Seeming to suggest that
constructivism can iccur through explicit strategy and approach. I'm sure if we all
argued hard and long enough this could be true.
I thought one of Stanovich's final points pointed to a nice argument to blended
learning: "Just as we must distinguish types of reading when evaluating
constructivist assumptions, we must also distinguish what level in the human
information processing system we are discussing when we are evaluating cognitive
models of reading" (270). Basically, we can have consturctivist approaches for
comprehension processes, and less constructivist apporaches for the rest, and that's
A-OK."

9. What 3-5 aspects of the research and the e-learning strategies

will I now apply to my personal teaching context?
a. Blending direct instruction and whole language learning.
Meaning, for example I will introduce/teach reading
strategies or vocabulary lessons, and then provide
students the opportunities to apply and extend their
learning in a meaningful way
b. Provide my students with choice when possible
c. Work to develop a classroom culture that encourages
students to develop their language skills. By this I mean
that I will work towards establishing a positive and
supportive environment for students to take safe risks in
and explore new aspects of language, share their ideas,
with goal of increasing intrinsic motivation.
10.
What other questions am I curious about? How will I plan
to explore these?
a. I am curious about how best to balance direct or guided
instruction with student freedoms. I will be experimenting
with different activities this following term.
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b. I am also curious about Kirshner et als claims regarding

lack of evidence to support constructivism with younger
(less skilled) students. This does make some sense to me
as younger students (or those with learning
challenges/ELL) may lack some required prior knowledge to
accurately make sense of language and the world as
they build meaning. I know that this is where scaffolding
and guidance come in, but it is hard to get quality time
with all students in a typical class with such diverse needs.
Please submit the reflection using this form to your instructor
through the Connect e-mail.

ETEC 530
Spring 2014
SK, Policy #81