Ppt constructivism copy

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 passively.

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 thinkingCreates active and motivated learnersStudents are able to learn through

constructing their own understandingsThis 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 flexibleShe/he creatively incorporates on

going experiences with real-life situations

Students work in small groupsStudents work individuallyInteractive activities become main

focus (if materials can be related to an interest of the child, they are more appropriate to remember them)

IMPLEMENTATION IN CLASS

What does student-centered mean?The students are the center of

attention, not the teacherChildren are placed in groups, they

work together to find meaningEach 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 anotherThe 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

information required to solve them" John Dewey As we now know, the environment is a

student-centered oneStudents 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………

InquiryActionImaginationInventionInteractionHypothesizingPersonal reflection

Important roles of the TeacherWatchingListeningAsking questions to learn about studentsHaving 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 believe in teaching through

constructivism because…1. Allows for students to become engaged

with one another2. Cuts out the “talking head”3. Children learn through own

experiences based on their lives4. Remember 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