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    Constructivism

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    Jay Maravilla
    Constructivism is a theory of learning that argues that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe, and the ideas, events, and activities with which they come into contact. According to constructivism, learning occurs as learners are actively involved in a process of meaning and knowledge construction, rather than passively receiving information. Constructivism sees the learner as taking an active role in the learning process, with the teacher taking the role of facilitator by providing experiences and being a guide.

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    Constructivism

    Uploaded by

    Jay Maravilla
    23 views23 pages
    Constructivism is a theory of learning that argues that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe, and the ideas, events, and activities with which they come into contact. According to constructivism, learning occurs as learners are actively involved in a process of meaning and knowledge construction, rather than passively receiving information. Constructivism sees the learner as taking an active role in the learning process, with the teacher taking the role of facilitator by providing experiences and being a guide.

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    315566280 Ppt Constructivism

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    Constructivism is a theory of learning that argues that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe, and the ideas, events, and activities with which they come into contact. According to constructivism, learning occurs as learners are actively involved in a process of meaning and knowledge construction, rather than passively receiving information. Constructivism sees the learner as taking an active role in the learning process, with the teacher taking the role of facilitator by providing experiences and being a guide.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    23 views23 pages

    Constructivism

    Uploaded by

    Jay Maravilla
    Constructivism is a theory of learning that argues that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe, and the ideas, events, and activities with which they come into contact. According to constructivism, learning occurs as learners are actively involved in a process of meaning and knowledge construction, rather than passively receiving information. Constructivism sees the learner as taking an active role in the learning process, with the teacher taking the role of facilitator by providing experiences and being a guide.

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    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 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
    remember 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

    information required to solve them" John Dewey

     As we now know, the environment is a


    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 believe in teaching through constructivism
    because…
    1. Allows for students to become engaged with
    one another
    2. Cuts out the “talking head”
    3. Children learn through own experiences based
    on their lives
    4. 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

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