Does Constructivist Teaching Prepare Students for CSAP?
I must admit—I’m cheating. After reading the article, “Honoring the Learning Process,” assigned for today’s homework, I’m ready to share some thoughts about it now rather than waiting for our discussion later today. And my initial reaction to the article is one of complacency—I already think most teachers at AHS practice constructivist teaching, at least in the English Department. In fact, I’m intimidated by the number of cooperative learning activities, questioning prompts, technology-based strategies, and blogging assignments designed by our teachers that require students to think. I started my teaching career 31 years ago, and the group of teachers I work with today are the most talented and passionate group of constructivists I have ever known. My students know how to ask higher-level thinking questions, how to lead student-centered discussions, and how to create meaning out of their learning, thanks to my gifted colleagues.
But my question is this: Does constructivist teaching prepare students for CSAP tests? The article emphasizes the importance of learning over performance and suggests, “Students educated in a setting that stresses performance learn that technique, rules, and memory matter more than context, authenticity, and wholeness.” But CSAP tests require students to recall grammatical rules, definitions of literary terms, and proper essay techniques. The test requires students to work alone, choose the “correct” answer, listen to teacher instructions, and concentrate on a single task for one hour at a time. Are we preparing our students for this type of test?
Now you may feel as many of our students do: CSAP tests are worthless. But in The World is Flat, Friedman says, “The crisis in our schools has its roots in American homes increasingly devoid of books and printed material where children turn exclusively to television, computers, and electronic games for entertainment—and see the adults around them doing the same. Instant-gratification technology has, for many students, replaced the task—and the thrill—of reading. One cannot develop solid writing skills without first being a decent reader; underdevelopment of these skills translates to low scores in standardized testing.” Friedman also talks about how too many American students have a poor work ethic—an ethic that requires learning the basic skills and, in some cases, rote memorization.
So—as constructivist teachers, how do we prepare students for CSAP?
But my question is this: Does constructivist teaching prepare students for CSAP tests? The article emphasizes the importance of learning over performance and suggests, “Students educated in a setting that stresses performance learn that technique, rules, and memory matter more than context, authenticity, and wholeness.” But CSAP tests require students to recall grammatical rules, definitions of literary terms, and proper essay techniques. The test requires students to work alone, choose the “correct” answer, listen to teacher instructions, and concentrate on a single task for one hour at a time. Are we preparing our students for this type of test?
Now you may feel as many of our students do: CSAP tests are worthless. But in The World is Flat, Friedman says, “The crisis in our schools has its roots in American homes increasingly devoid of books and printed material where children turn exclusively to television, computers, and electronic games for entertainment—and see the adults around them doing the same. Instant-gratification technology has, for many students, replaced the task—and the thrill—of reading. One cannot develop solid writing skills without first being a decent reader; underdevelopment of these skills translates to low scores in standardized testing.” Friedman also talks about how too many American students have a poor work ethic—an ethic that requires learning the basic skills and, in some cases, rote memorization.
So—as constructivist teachers, how do we prepare students for CSAP?
posted by mferrill at 7:40 AM
3 Comments:
That's a great question - one that I think we may devote some time to in a session later this year.
My short answer is that constructivist approaches are not necessarily mutually exclusive from performing well on CSAP. Constructivism is simply a theory of how humans learn. If we believe that this theory is a good model for that, then constructivist approaches will help students learn - and that in turn will help them perform well on CSAP.
Because of the nature of CSAP, I don't necessarily see scores going way up because of this, but I also don't see them going down. And I think there is a potential for scores to go up some - because if students are more engaged, more excited about their learning, more willing to take control of their own learning - they are more likely to enjoy school and do their best while at school. And the test results will follow.
You won't be surprised, however, that - personally - CSAP is not a concern nor a goal of mine. My allegiance lies to the students, not to the exam.
It IS a great question! And, I think you answered your own question when you said "My students know how to ask higher-level thinking questions, how to lead student-centered discussions, and how to create meaning out of their learning..." If students are creating meaning out of their learning aren't they going to retain more of those "grammatical rules, definitions of literary terms, and proper essay techniques" and thus perform better on CSAP?
I personally am not going to forsake constructivism for fear of CSAP results. What matters to me is that my students learn and in a perfect world CSAP would measure what they have learned. As Karl said "Constructivism is simply a theory of how humans learn. If we believe that this theory is a good model for that, then constructivist approaches will help students learn - and that in turn will help them perform well on CSAP."
On a side note...Marlys, I didn't get to say this yesterday and I really wanted to tell you how excited I am that you are a part of this group. I kind of hinted at it but seriously...I have known (and respected you) for how many years?!? But have I ever been in your classroom? How many meaningful discussions about education have we had with each other? I know I will learn from you and all of Cohort 2, and I honestly look forward to that.
That is an intriguing question.
I agree with Mr. Fisch, I don't think constructivism is all about using technology. It's also about helping us direct our own learning. And that is very useful on the tests. Last year, Ms. Kakos had us directing so much of our own learning about the literature, that even when I was doing summer reading or watch a play, I would find myself identifying motifs or asking questions as if I had to lead a discussion the next day. If we already have learned what helps us understand the reading and what is important, then it is helpful on the tests. We don't need a teacher telling us to do things to find meaning, we do it on our own.
It may not help on grammar, but the tests don't matter very much anyway. I do know that the constructivist teaching will help when we get to college or to work. What good is passing a CSAP if we can't think on our own?
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