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The Implications of Constructivism on Classroom Management

The Implications of Constructivism on Classroom Management

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The Implications of Constructivism on Classroom Management

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  1. The Implications of Constructivism on Classroom Management

  2. What is Constructivism? • Learning is a process of structuring meaning in an active way. • Learning is subjective. • Learning is shaped with situations and conditions of the environment. • Learning is a social process. Students share their ideas and communicate.

  3. What is Constructivism? • Learning is an emotional process. • Learning is student-centered. • Learning is developmental. It is affected by students’ social, physical and emotional developments. • Learning is permenant. • Learning includes conceptual changes. • The quality of learning is important in learning process.

  4. Subtitles of Classroom Management • Communication • Motivation • Learning Techniques and Methods • Physical Environment • Discipline • Evaluation

  5. Communication in a constructivist classroom: • The interaction in the class is recipricol rather than teacher-centered. • Students are engage with their activities rather than listening. • Teacher asks questions rather than giving directions. • Students’ voices are heared mostly rather than the teacher’s.

  6. Communication in a constructivist classroom: • Teacher speaks less than the students. • Teacher’s and students’ questions are not for only a single word. • Students’ speaking in normal tone is enough for taking the other students’ or the teacher’s attention. • Teacher’s speaking in normal tone is enough for taking the students’ attention. • Students help to each other.

  7. Motivation in a constructivist classroom: • Motivation is one of the key componenets in learning. Not only is it the case that motivation helps learning, it is essential for learning. • There is no punishment. • There is no prize. • There is an intrinsic motivation.

  8. Motivation in a constructivist classroom: • Students are aware of the responsibility of their own learning. • Students choose which topic they want, search for it. • Students are motivated by the learning itself. • Sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning.

  9. Motivation in a constructivist classroom: • Studenst continue working even if the time is up. • Students search outside of the classroom. • Teacher and students accept classroom as ‘our class’.

  10. Techniques and methods in a constructivist classroom: • Teacher encourage direct student intellectual involvement trhough: • Discussion • Small group work • Student presentation • Debate • Simultations • Brain-storming • Individul study

  11. Techniques and methods in a constructivist classroom: • Teacher acceptes and encourages students autonomy. • Teacher acceptes induvidual differences. • Students are asked open-ended questions and allowed time for resdonding. • Teacher encourages students to higher-level thinking.

  12. Techniques and methods in a constructivist classroom: • Students communicate with both teacher and classmates. • Students engage in experince. • Raw data, primary sources, malipulatives, physical and interactive materials are used by students.

  13. Physical environment in a constructivist classroom: • The walls of the classroom are full of with students’ works. • The shape of students’ desks are appropriate for learning and communication. • Every student can see each other in classroom. • Students’ desks are movable. • Students assert their ideas about the physical environment of the classroom. • The classroom should be clear.

  14. Discipline in a constructivist classroom: • Teacher should give opportunity to the students to choose between two behaviours. • Teacher should try to understand the reason of the problem behaviours. • Teacher should clarify his expectations. • Teacher should focus on the present behaviour of the student.

  15. Discipline in a constructivist classroom: • There should be a reliable communication between teacher and students. • Teacher should behave consistently. • Teacher and students should establish the rules of classroom together. • Teacher and students should find solutions to the problems in a cooperative way.

  16. Discipline in a constructivist classroom: • Teacher should use logical consequences rather than punishment. • Teacher should help students to be responsible individuals. • Students should be encouraged to be autonomous learners. Therefore they can take the responsibility of the negative consequences of their behaviours.

  17. Evaluation in a constructivist classroom: • The purpose is to help students for learning. • Learned information are evaluated not memorized ones. • During evaluation, learning continues. • Whether the information is appropriate for situation or not is evaluated.

  18. Evaluation in a constructivist classroom: • The process of learning is evaluated not the outcomes of the learning. • Performance, problem based learning, group works and practical matters sare used for evaluation. • The basic of evaluation is to direct them sharing and give them opportunities.

  19. Prepared by: • Çiğdem Mutlu • Didem Ünal • Meltem Aktaş • Meryem Topal • Tülay Kasapoğlu 3-L