The Constructivism Approach To Learning.

1.  The Constructivism Approach To Learning. Dr. Sukhwinder Singh Cheema Assistant Professor in Teaching of Economics Malwa Central College of Education for Women Ludhiana

2. What is Constructivism? *A theory that believes that humans generate knowledge and understanding as a result of their ideas and experiences. It is called "Teaching for Understanding." * Attempts to enhance higher order thinking, critical analysis, and problem-solving.   * Students are gained in meaningful interactions and control their own learning.

3. Constructivism Philosophy Knowledge is gained when:     students engage in active learning.     learners make their own representations of actions.     students guide their own learning and meaning-making and share it     with others.     learners try to make understanding even when they don't quite grasp a concept.

4. Constructivism is: • Constructivism is child-centered, rather than curriculum based, • Constructivism focuses on knowledge construction, not knowledge reproduction, • It is a belief that one constructs knowledge from one's experiences, • Everyone's view of the external world differs from others because of their unique set of experiences, • The ideas and interests of children drive the learning process, • Teachers are flexible- they are the facilitator,

5. Constructivism is con't: • Students construct new understandings using what they already know, and prior knowledge influences what new or modified knowledge they will construct from new learning experiences, •  Learning is active rather than passive, •  Children may need different experiences to advance to different levels of understanding. • "a focus on student-centered learning may well be the most important contribution of constructivism." (1)     (1)  The Practice Implications of Constructivism by Wesley A. Hoover Published in SEDL Letter Volume IX, Number 3, August 1996, Constructivism

6. Constructivism Graphic Organizer

7. Who Contributed to Constructivism? • Jerome Bruner • Jean Piaget • Lev Vygotsky • John Dewey

8. Jerome Bruner • Very influential psychologist • His concern with cognitive psychology “led to a particular interest in the cognitive development of children… and just what the appropriate forms of education might be” (Smith)

9. Jean Piaget • Developed the cognitive learning theory • Felt children were “active learners” who constructed new knowledge “as they moved through different cognitive stages, building on what they already knew” (Cushman et al 392)

10. Piaget’s Four Cognitive Stages • Sensorimotor • “learning takes place primarily through the child’s senses and motor actions” (Cushman et al 393) • Preoperational • “children begin to use symbols and images” (Cushman et al 393) • Concrete Operational • “children begin to think logically” (Cushman et al 393) • Formal Operational • Children begin to think in an abstract way

11. Jean Piaget - The learner is advanced through three mechanisms According to Jean Piaget  the three mechanisms used are: 1. Assimilation - fitting a new experience into an exisiting mental structure(schema). 2. Accomodation - revising an exisiting schema because of new experience. 3. Equilibrium - seeking cognitive stability through assimilation and accomodation. (p. 95) Santrock, John W.; 2010; Adolescence; McGraw-Hill Company, New York

12. Lev Vygotsky • Developed the social cognition theory which “asserts that culture is the prime determinant of individual development” because humans are the only creatures to have created cultures and therefore it effects our learning development. (“Vygotsky and Social Cognition”)

13. Vygotsky theorized that a child’s cultural upbringing greatly effects their learning development.

14. Lev Vygotsky - associated with the social constructivist theory 1. Making meaning - the community places a central role, and the people around the student greatly affect the way he or she sees the world. 2. Tools for cognitive development - the type and quality of these tools (culture, language, important adults to the student) determine the pattern and rate of development. 3. The Zone of Proximal Development - problem solving skills of tasks can be placed into three categories: Those performed independently by the learner. Those that cannot be performed even with help. Those that fall between the two extremes, the tasks that can be performed with help from others. Santrock, John W.; 2010; Adolescence; McGraw-Hill Company, New York

15. John Dewey • Believed that learning should be engaging to the students… they will learn better if they are interested. • Was a huge influence on our education system • Believed in “educating the whole child, physically, mentally, and socially, and not just on the dispensation of facts and information” (Cushman et al 395)

16. TWO VIEWS OF CONSTRUCTIVISM 1. INDIVIDUAL CONSTUCTIVISM 2. SOCIAL CONSTRUCTIVISM

17. INDIVIDUAL CONSTRUCTIVISM • This is also called cognitive constructivism • It emphasizes individual, internal construction of knowledge. • It is largely based on Piaget’s theory. • Learners should be allowed to discover principles through their own exploration rather than direct instruction by the teacher

18. INDIVIDUAL CONSTRUCTIVISM • This is also called cognitive constructivism • It emphasizes individual, internal construction of knowledge. • It is largely based on Piaget’s theory. • Learners should be allowed to discover principles through their own exploration rather than direct instruction by the teacher.

19. SOCIAL CONSTRUCTIVSM • This view emphasizes that “knowledge exist in a social context and is initially shared with others instead of being represented solely in the mind of an individual.” • It is based on Vygotsky’s theory. • Construction of knowledge is shared by two or more people

20. SOCIAL CONSTRUCTIVSM • This view emphasizes that “knowledge exist in a social context and is initially shared with others instead of being represented solely in the mind of an individual.” • It is based on Vygotsky’s theory. • Construction of knowledge is shared by two or more people

21. The opportunity to interact and share among learners help to share and refine their ideas • Knowledge construction becomes social, not individual

22. Characteristics of Constructivism:

24. Characteristics of CONSTRUCTIVISM • According to Eggen and Kauchak: • Learners construct understanding • New learning depends on current understanding • Learning is facilitated by social interaction • Meaningful learning occurs within authentic learning task.

25. Organizing Knowledge: • Conceptsis a way of grouping or categorizing objects or events in our mind.

26. traditional vs constructivist classroom Traditional Classroom • Student primarily work alone • Curriculum is presented part to whole, with emphasis on basic skillsStrict adherence to a fixed curriculum • Curricular activities rely heavily on textbooks of data and manipulative materials • Students are viewed as "blank slates“ • Teachers generally behave in a didactic manner, • Teachers seek the correct answers to validate student lessons. • Assessment of student learning is viewed as separate from teaching and occurs almost entirely through testing. Constructivist Classroom  • Students primarily work in groups • Curriculum is presented whole to part with emphasis on the big concept • Pursuit of student questions is highly valued. • Students are viewed as thinkers with emerging theories about the world • Teachers generally behave as facilitators • Teachers seek the student's point of view in order to understand student learning for use later on • Assessment of student learning is interwoven with teaching and occurs through teacher observation of students at work and through exhibitions and protfolios.

27. Traditional Classroom Constructivist Classroom • Curriculum begins with the parts of the whole. Emphasizes basic skills. • Strict adherence to fixed curriculum is highly valued. • Materials are primarily books and workbooks. • Learning is based on repetition. • Teachers disseminate information to students; students are recipient of knowledge. • Teacher’s role is directive rooted in authority. • Assessment is through testing, correct answers. • Knowledge is seen as inert. • Students work primarily alone. • Curriculum emphasizes big concepts, beginning with the whole and expanding to include parts. • Pursuit of students question and interest is valued. • Materials include primary sources of material and manipulative material. • Learning is interactive, building on what the student already knows. • Teachers have dialogue with the students, helping students construct their own knowledge. • Teacher’s role is interactive rooted in negotiation. • Assessments include students work observations, and point of view as well as tests. Process is as important as the product. • Knowledge is seen as dynamic, ever changing with our experiences. • Students work primarily in group.

29. Why is Constructivism the best Framework?

30. Thank you for Listening! If you tell me, I will listen. If you show me, I will see. But if you ley me experience, I will learn. Lao-Tse 500 B.C

31. What Does A Constructivism Lesson plan look like?"The 5 Es" • The Biological Science Curriculum Study(BSCS) developed an instructional model for constructivism that was called the "Five Es."  • Constructivism learning operates under the notion that we must use both our first hand experience and prior knowledge when exploring a new topic. • The teacher must act as a "guide on the side" to promote inquiry and exploring.  Their lesson plan must be set up in a way to promote constructivism.  • What do the  "Five Es" stand for? • Engage • Explore • Explain • Elaborate • Evaluate

32. More about the "5 Es" • Engage- In this stage, students identify the task.  It is here they make connects between past and present learning experiences. The foundation is laid out for the new task they are about to take on and learn about.  The teachers must ask a question, define a problem, or show a surprising event  to spark the students attention and focus them on the material.  The students get motivated in the engage step. • Explore- In this stage, students gets directly involved with the material.  They work together in peer groups and build common experience with the subject matter.  The teacher acts as a guide as the students' inquiry process drives learning. • Explain- In this stage, students put experiences about learning into communicable form.  Students articulate their ideas, observations, questions, and hypotheses. The teacher then imparts the properly terminology of the subject to the students. Creating works such as writing, video, drawings all provide evidence of progress and growth. • Elaborate- Next, students expand the concepts they have just learned about, make connections to other related concepts and apply their understanding.  These connections led to new understandings and further exploration. • Evaluate- This is an ongoing diagnostic process that allows the teacher to gauge if students have attained understanding.  Some tools that can be used are: rubrics, checklists, portfolios, student interviews, and problem-based learning products.  This stage can be viewed as a continuous process.  The learning process is open-ended and, therefore, opened to change.

33. Principles  of Constructivism 10 basic guiding principles of constructivist thinking that educators must keep in mind: • It takes time to learn • Learning is an active process in which the student constructs meaning out of • People learn to learn  • Learning involves language • Learning is a social activity • Learning is contextual • The act of constructing meaning is mental • Every one needs knowledge to learn • Learning is not the passive acceptance of knowledge it takes work 10. Motivation is a major aspect of learning http://userwww.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/principles.htm

34. Constructivism and Technology • instruction goes from whole class to groups •  facilitating rather than lecturing •  stronger students may work independantly while weaker or   struggling students get the extra help that they need •  students are engaged more and learn to work with others • students are more cooperative and less competative With the every changing classroom and technology it only makes sense to use some of the constructivisms' ideas to help students learn.

35. Pros & Cons of Constructivism Pros • students often like when they are part of the decision making process •  a higher level of thinking occures • students like hands-on activities •  students feel a sense of ownership when hand-on learning occures rather then just being told something Cons • belief that learning is based on the students ability to discover new knowledge  • teachers may not take responsibility for poor learning • may lead students to take a majority rules attitude rather then an individual approach to decision making 

36. The role of the instructor • Instructors as facilitators • a facilitator helps the learner to get to his or her own understanding of the content. In the former scenario the learner plays a passive role and in the latter scenario the learner plays an active role in the learning process.

37. The nature of the learning process

38.  5E lesson plan in action! • Title:  Introduction to Story Elements • Grade level: 4-5 • Goal: The student will learn that underlaying framework that exists in all stories. • Objective:  Given the story, "Little Red Riding Hood" the student will be able to identify and define the setting, characters, plot, conflict, climax,  resolution, and theme. • Engage:  • First, I will show two pictures of the movies Harry Potter and Shrek(or two other familiar movies).   • Next, I will tell the students to look at the pictures and think about the story in each of these movies • I will break the students up into groups of 2 and have them discuss each movie together. • Next, I will present a problem to the students. I will say, "I am trying to think of some things this stories have in common.  Can you help me think of any?" • The students will then work in their groups of 2 and come up with at least 2 common elements that exist in these movies.   • I will write down the group findings on the whiteboard.  Some answers might include: both movies include magic, the is a struggle in each of the movies etc. • Explore: •  I will break the students up into groups of 4 and have them read the story of Little Red Riding Hood together.  • They will work together to come up with the different pieces that make up the story and write their findings down in their notebooks.

39. 5E lesson plan in action! • Explain:  • Once the students have explored and discussed the pieces that  make up the story, they will present their findings to their fellow classmates. • I will then take the pieces that they have identified in the story and tell the students the correct termanlogy for each piece of the story: setting, characters, plot, conflict, climax, resolution, and theme. • Elaborate: • I will then present the students with several other classic stories (The Three Little Pigs, Goldilocks and the Three Bears, etc) and have theme pick out and identify the common story element pieces that they discovered in Little Red Riding Hood. • Evaluate • I will base student progress on verbal group answers that are given, as well as, walking around to each group and listening to their collaborative group skills.