Constructivist Constructivist
LearningLearningA Psychological Theory
What is Constructivist Learning Theory?
0 “The essence of constructivist theory is the idea that learners must individually discover and transform complex information if they are to make it their own.
0 Thus, Constructivist Learning Theory is concerned with:0 How learners make (construct) meaning from their own
experiences.0 How teachers can organize learning experiences to aid
students in “meaning-making.”
Brain Research & Constructivist Learning
0 The brain is a complex adaptive system0 Perhaps the most potent feature of the brain is its
capacity to function on many levels and in many ways simultaneously.
0 Thoughts, emotions, imagination, predispositions and physiology operate concurrently and interactively as the entire system interacts with and exchanges information with its environment.
0 Moreover, there are emergent properties of the brain as a whole system that can not be recognized nor understood when the parts alone are explored.
Brain Research & Constructivist Learning
0 The Brain is “Plastic” 0 Its hard wiring is shaped by the experiences that people
have. The brain can “rewire: itself with every new stimulation, experience, and behavior
0 There are predetermined sequences of development in childhood, including windows of opportunity for laying down the basic hardware necessary for later learning. This results in tremendous dendrite growth and subsequent “pruning.”
0 That is why new languages as well as the arts ought to be introduced to children very early in life.
0 And finally, in many respects there is no limit to growth and to the capacities of humans to learn more. Neurons continue to be capable of making new connections throughout life.
Brain Research & Constructivist Learning
0 The search for meaning is innate. 0 In general terms the search for meaning refers to making
sense of our experiences. 0 This is survival-oriented and basic to the human brain. 0 While the ways in which we make sense of our
experience change over time, the central drive to do so is life long.
0 Something of the extent of human purposes was expressed by Maslow. Thus, the search for meaning ranges from the need to eat and find safety, through the development of relationships and a sense of identity, to an exploration of our potential and the quest for transcendence.
Brain Research & Constructivist Learning
0 Learning occurs through" patterning". 0 In patterning we include schematic maps and categories,
both acquired and innate. 0 The brain needs and automatically registers the familiar
while simultaneously searching for and responding to novel stimuli.
0 The brain is both scientist and artist, attempting to discern and understand patterns as they occur and giving expression to unique and creative patterns of its own.
0 It resists having meaninglessness imposed on it as in isolated pieces of information unrelated to what makes sense to a particular learner.
Brain Research & Constructivist Learning
0 Emotions are critical to patterning 0 What we learn is influenced and organized by emotions
and involving expectations, personal biases and prejudices, self-esteem and the need for social interaction.
0 Emotions and thoughts literally shape each other and cannot be separated. Emotions color meaning.
0 Moreover, the emotional impact of any learning may continue to reverberate long after the specific event that triggers it.
Brain Research & Constructivist Learning
0 Every brain simultaneously perceives and creates parts and wholes. 0 Although there is some truth to the "left-brain right-brain"
distinction, that is not the whole story. 0 In a healthy person, both hemispheres interact in every
activity, from art and computing to sales and accounting. 0 The "two brain" doctrine is most useful for reminding us that
the brain reduces information into parts and perceives holistically at the same time.
0 Effective education recognize this, for instance, by introducing natural "global" projects and ideas from the very beginning
Gestalt Psychology
0 a theory of mind and brain that proposes that the operational principle of the brain is holistic, parallel, and analog, with self-organizing tendencies; or, that the whole is greater than the sum of its parts.
Gestalt Laws of Patterning
Olny srmat poelpe can raed tihs.
0 I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. Tihs shwos the phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy. It deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm.
0 Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and oyu awlyas tghuhot slpeling was ipmorantt!
Count every “F” in the following text
0 FINISHED FILES ARE THE RE SULT OF YEARS OF SCIENTI FIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS
Read the following
Left/Right Hemisphere Processing
Proximity
Optical Illusions
Optical Illusions
Optical Illusions
Optical Illusions
Optical Illusions
Optical Illusions
Optical Illusions
Faces in Strange Places
Faces in Strange Places
Faces in Strange PlacesMary on a 10 yr. old grilled cheese sandwitch
Christ on a Pizza
Christ on a Rocking Chair
Etc. etc.etc.
Selective Attention
Selective Attention
Selective Attention
Jerome Bruner’s Theory
0 Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
0 The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.
0 Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
Jerome Bruner
0 Teachers need0 To understand the relationship between motivation
and learning.0 To understand how structure relates to the whole.0 To learn to form "global concepts.“0 To learn how to build "coherent patterns” of learning. 0 To understand that facts without meaning or context
are not learned. 0 To believe that any subject can be taught to any child.
Jerome Bruner – Three Modes of Presentation
0 Enactive Representation0 Learning through action0 Learning through demonstration0 Learning through non verbal interactions‑
0 Iconic Representation0 Pictures0 Diagrams0 Images
0 Symbolic Representation0 Experience is translated into language0 Concepts and Ideas
Jerome Bruner – Sequencing 0 The simplest sequence is:
0 Enactive0 Iconic0 Symbolic
0 Discovery sequencing0 Inductive reasoning0 Problem solving
0 Deductive sequencing0 Going from generalizations to specifics 0 (Whole parts)‑0 Cause-effect
Domains of Learning
0 Cognitive Domain
0 Bloom’s Taxonomy
0 Psychomotor Domain
0 Affective Domain
Bloom’s Taxonomy
0 Knowledge (Remembering)
0 Comprehension (Understanding)
0 Application (Applying)
0 Analysis (Analyzing)
0 Synthesis (Evaluating)
0 Evaluation (Creating)
Critical Thinking
Bernice McCarthy & 4-MAT
Learning Style Inventories
0 The Learning Style Questionnaire
Theories of Multiple Intelligence
0 Robert Sternberg’s Triarchic Theory of Intelligence
0“Intelligence is mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life”
0Analytic Intelligence
0Practical Intelligence
0Creative Intelligence
Theories of Multiple Intelligence
0 Howard Gardner’s Theory of Multiple Intelligences
0 “This theory is a pluralized way of understanding the intellect. Recent advances in cognitive science, developmental psychology and neuroscience suggest that each person's level of intelligence, as it has been traditionally considered, is actually made up of autonomous faculties that can work individually or in concert with other faculties.”
Theories of Multiple Intelligence
0 Gardner originally identified 7 faculties which
he labeled as “intelligences”
0Musical Intelligence
0Bodily-Kinesthetic Intelligence
0Logical-Mathematical Intelligence
0Linguistic Intelligence
0Spatial Intelligence
0Interpersonal Intelligence
0Intrapersonal Intelligence
Musical Intelligence
Bodily-Kinesthetic Intelligence
Logical-Mathematical Intelligence
Linguistic Intelligence
Spatial Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Other Intelligences?
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