Ppt Constructivism n2p5i

What is Constructivism? A view of learning based on the belief that

knowledge isn't a thing that can simply be given by the teacher at the front of students Students learn by fitting new information together with what they already know Learners are the builders and creators of meaning and knowledge Knowledge is constructed by learners through an active, mental process of development

Our many thanks go out to… Jean Piaget, 1896-1980

Piaget believed learning occurs by an

active construction of meaning, rather than by receiving it ively. He states," when we, as learners, encounter an experience or situation that conflicts with our current way of thinking, a state of imbalance is created” We must alter our thinking to restore equilibrium or balance

 To do this, we must associate it with

what we already know  The developing child must build cognitive structures through the use of …..  Mental maps  Concept maps Flow chart ,Problem solving ,classification

CHAIN

RADICAL HIERARCHY

Mind maps help us begin with information we are familiar with and branch out to build new ideas.

SYSTEM CONCEPT MAP/ DATA FLOW DIAGRAM (Based on the procedure of the study undertaken) Selection of the Sample School   Development of Concept maps for selected unit   Preparation of the achievement test   Sample selection   Achievement test (pre- test)   Evaluation of the Achievement test   Teaching students by using concept maps   Achievement test (post- test)

To further Piaget’s thinking.... We must alter our thinking to restore

balance or equilibrium

To do this, we must associate it with

what we already know

why constructivism is important? Fosters critical thinking Creates active and motivated learners Students are able to learn through

constructing their own understandings This approach frees teachers to make decisions which enhance and enrich student’s development.

ROLE OF TEACHER AND STUDENT

How does the constructivist teacher make this style work? He/she is flexible She/he creatively

incorporates on going experiences with real-life situations Students work in small groups Students work individually Interactive activities become main focus (if materials can be related to an interest of the child, they are more appropriate to them)

IMPLEMENTATION IN CLASS

What does student-centered mean? The

students are the center of attention, not the teacher Children are placed in groups, they work together to find meaning Each student takes on a different objective or part of the assignment or project They become “experts” on their subject

What does student-centered mean? Students teach one another to become

experts on their “piece of the puzzle” Together, as a whole, the group becomes experts from one another The teacher = facilitator, guide on the side NOT mentor in the middle

What about the constructivist classroom? "Students should be presented with real life problems and then helped to discover

 As we now know, the environment is a

information required to solve them" John Dewey

student-centered one Students are empowered by a teacher who operates as a “guide on the side” vs. a “mentor in the center” or “sage on the stage” Classrooms are structured so that learners are immersed in experiences with in which they may engage in meaningful………

Inquiry Action Imagination Invention Interaction Hypothesizing Personal reflection

Important roles of the Teacher Watching Listening Asking questions to learn about students Having the ability to observe and listen to

one’s students and their experiences in the classroom contributes to his other ability to use a constructivist approach A constructivist approach contributes to one’s ability to observe and listen in the classroom.

In conclusion…  I 1. 2. 3. 4.

believe in teaching through constructivism because… Allows for students to become engaged with one another Cuts out the “talking head” Children learn through own experiences based on their lives information down the road of life instead of memorization

Resources  Piaget, J. (1977). The development of thought: Equilibration of cognitive

structures. (A. Rosin, Trans). New York: The Viking Press.  Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, !!: Southern Illinois University Press.  Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51 (2), 35-37.  Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for teaching and learning in America’s schools. Portsmouth, NH: Heinemann.  Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press.  McNeil, L. (1986). Contradictions of control: school structure and school knowledge. New York: Routledge.  Mezirow, J. and Associates. (1990). How critical reflection triggers transformative learning. In J. Mezirow and Associates (1990), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers