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CHAPTER 10

CHAPTER 10. Social Constructivist Approaches. Learning Goals. Compare the social constructivist approach to other constructivist approaches. Explain how teachers and peers can jointly contribute to children’s learning. Make effective decisions in structuring small-group work.

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CHAPTER 10

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  1. CHAPTER 10 Social Constructivist Approaches

  2. Learning Goals • Compare the social constructivist approach to other constructivist approaches. • Explain how teachers and peers can jointly contribute to children’s learning. • Make effective decisions in structuring small-group work. • Describe two social constructivist programs.

  3. Social Constructivist Approaches Social Constructivist Approaches to Teaching Social Constructivism in the Broader Constructivist Context Situated Cognition

  4. Constructivism emphasizes how individuals actively construct knowledge and understanding. Social constructivist approaches emphasize the social contexts of learning, and that knowledge is mutually built and constructed. Constructivist vs. Social Constructivist Approaches to Teaching

  5. Situated Cognition …refers to the idea that thinking is “situated” in social and physical contexts, not within an individual’s mind.

  6. Social Constructivist Approaches Teachers and Peers as Joint Contributors to Students’ Learning Scaffolding Cooperative Learning Cognitive Apprenticeship Tutoring

  7. Teachers and Peers as Joint Contributors to Students’ Learning Scaffolding: Changing the level of support over the course of a teaching session. Cooperative Learning: Students work in small groups to help each other. Cognitive Apprenticeship: An expert stretches and supports the novice’s understanding and use of cultural skills. Tutoring: Includes peers, classroom aides, volunteers, and mentors.

  8. Strategies for Using Peer Tutoring • Use cross-age rather than same-age tutoring when possible • Let students participate as tutor and tutee roles • Don’t let tutors give tutees tests • Don’t overuse peer tutoring

  9. Enter the Debate Should teachers use high-ability students to tutor their struggling students? YES NO

  10. Cooperative Learning Research(Slavin, 1995) Cooperative learning can improve student achievement when: • Group rewards are generated, and • Individuals are held accountable.

  11. Cooperative Learning Approaches

  12. Cooperative Learning Approaches

  13. Cooperative Learning Approaches

  14. Creating a Cooperative Community • Class cooperation • Interclass cooperation • School-wide cooperation • School-parent cooperation • School-neighborhood cooperation

  15. Social Constructivist Approaches Structuring Small- Group Work Structuring Small-Group Interaction Composing the Group Team-Building Skills

  16. Structuring Small-Group Work • Composing the Group: Heterogeneous groups work. Caution should be used so that average-ability students don’t get lost as high- and low-ability students form relationships like those between student and teacher. • Team-Building Skills: Help students become better listeners. Give students practice contributing to a team product. Discuss the value of team leaders. • Structuring Group Interaction: Assigning students to specific roles within the group gives all members a sense of importance.

  17. Social Constructivist Programs Social Constructivist Programs Fostering a Community of Learners Schools for Thought

  18. Fostering a Community of Learners(Browne, 1997; Campione, 2001) Focus: Literacy Development and Biology Program Emphasis • Uses adults as role models • Children teaching children • Online computer consultation This approach fosters a culture of learning, caring, sharing, and the production of work that is shared with others.

  19. Schools for Thought(Lamon et al., 1996) Curriculum: In-depth, cross-disciplinary inquiry into real-world problems. Instruction: Collaborative, self-directed, exploratory learning. Community: Learning and problem-solving for the betterment of communities. Technology: Communicate electronically with a community of learner’s beyond the classroom. Assessment: Authentic performances, assessment aligned with learning and instruction, self-assessment.

  20. Crack the CaseThe Social Constructivist Classroom • What are the issues in this case? • What do you think Mariana did incorrectly? • What should she do now to recover her constructivist classroom? • How can she elicit the cooperation of the parents?

  21. Reflection & Observation Reflection: • Think about your educational experiences with group work. What worked well? What did not work well? Why or why not?

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