Chapter 10 social constructivist approaches

1. Chapter 10social constructivist approaches Sesilia Monika

2. Outline: • Social Constructivist Approaches to teaching • Teachers and peers as joint contributors to student’s learning • Structuring small-group work • Social constructivist program

3. Social Constructivist Approaches to teaching • Social Constructivist Approach: approach that emphasizes the social context of learning and the idea that knowledge is mutually built and constructed • Emphasizes that students construct knowledge through social interaction with others

4. Piaget  Vygotsky • Piaget : teachers should provide support fir students to explore • Vygotsky : teachers should create many opportunities for students to learn by coconstructing knowledge along with teachers and with peers • Piaget and Vygotsky: teacher serve as facilitators and guides rather than directors and molders of children’s learning

5. Situated Cognition • Situated cognition: the idea that thinking occurs (is situated) in social and physical context • Knowledge is embedded in, and connected to, the context in which the knowledge developed • So, create learning situations that are close to real world circumstances as possible

6. Teachers and peers as joint contributors to student’s learning • Scaffolding • Cognitive Apprenticeship • Tutoring • Cooperative Learning

7. Scaffolding • Scaffolding: the technique if changing the level of support over the course of a teaching session • A more skilled person (teacher or more advanced peer of the child) adjust the amount of guidance to fit the student’s current performance • New task  direct instruction, as the student’s competence increases, the teacher provides less guidance

8. Cognitive apprenticeship • Cognitive apprenticeship: a relationship in which an expert stretches and supports a novice’s understanding and use of culture’s skills • Apprenticeship  active learning & situated nature of learning • Teacher/more skilled peers: model strategies for students  support students’ effort at doing task  encourage the students to continue their work independently

9. Tutoring • Tutoring: basically cognitive apprenticeship between an expert and novice • Individual tutoring is an effective strategy that benefits many students, especially those who are not doing well in a subject • Classroom aides, volunteers, and mentors • Peer tutors

10. Tutoring • Classroom aides, volunteers, and mentors • The Reading Recovery: 1 on 1 tutorial (for students who are having difficulty learning to read after one year of formal instruction) • Success for all (SFA)  Robert Slavin  systematic reading program (phonics, vocabulary, story telling, and story retelling)

11. Tutoring • Peer tutors: one student teaches another • Cross-age peer tutoring (the peer is older) • Same-age peer tutoring/classmate (more likely to embarrass a student and lead to negative social comparison)

12. Peer tutors • PALS: Peer-Assisted Learning Strategies • Guru mengidentifikasisiswa yang memerlukanbantuandansiswamana yang sesuaiuntukmembantunyadalambelajar • 25-30 menit, 4x seminggu, Reading&mathematics, KG-6th grade • Reciprocal Peer Tutoring: provides opportunities for students to alternate in tutor and tutee roles • Class Wide Peer Tutoring: tutor training, reciprocal teaching, motivational strategies such as team competition

13. Peer tutor • Online Peer Tutoring: teacher engaging students in online tutoring  students working together online  online tutoring activities are conducted by trained, knowledgeable students

14. Cooperative learning • Cooperative learning: learning that occurs when students work in small groups to help each other learn • Cooperative learning effective if: group rewards are generated, individuals are held accountable • Increase motivation: positive peer interaction and positive feelings • Increase interdependence and connection with other students • Produce better results on complex tasks

15. Cooperative learning approaches • Student-Teams-Achievement Division(STAD) • The Jigsaw classroom • Learning together • Group investigation • Cooperative scripting

16. Student-Teams-Achievement Division(STAD) • Team recognition and group responsibility for learning in mixed-ability groups • 4-5 members of group • Teacher presents a lesson  students study worksheet  students monitor their team members’ performance to ensure that all members have mastered their material • Team practices working on problems together and study together, but the members take quizzes individually • The resulting individual scores contribute to team’s overall score, not on an absolute score, but each contribution counts

17. The Jigsaw Classroom • Jigsaw I: • 6 member teams • Work on material that has been broken down into parts  Each team member is responsible for a part  Members of different teams who have studied the same part convene, discuss their part, and then return to their teams and teaching other team members • Jigsaw II: • 4-5 member teams • All team members study the entire lesson  students become expert on one aspects of lesson  meet in expert groups  return to their teams

18. Learning together • Face-to-face interaction • Positive interdependence • Individual accountability • Development of interpersonal group Emphasis on discussion and team building

19. Group Investigation • 2-6 member groups • The teacher chooses a problem for the class to study  Students decide what they want to study in exploring them(individually)  group gets together, integrating, summarizing, and presenting the findings as group project

20. Cooperative scripting • Students work in reciprocal pairs • Taking turns summarizing information and orally presenting it to each other • One member presents the material • The other member listens, monitor presentation for any mistakes, and gives feedback, and vice versa

21. Cooperative learning • Creating cooperative community • Class cooperation: daily class cleanup, running class bank or business, etc • Interclass cooperation: classes work together in joint projects • School-wide cooperation: cooperation at level of entire school • School-parent cooperation: involving parents in establish mutual goals, strategic plans, and creating activities • School-neighborhood cooperation: classes can perform neigborhood service projects

22. Evaluating Cooperative learning • Positive aspects • Increased interdependence and interaction with other students • Enhanced motivation to learn • Improved learning by teaching materials to others • Negative aspects: • Some students prefers to work alone • Low-achieving students may slow down the progress of high-achieving students • Social loafing • Some students may become distracted from group task

23. Thank you…