The present slides discuss about Constructive approach of learning

1. Constructivist Approach
of
Learning
By:
Dr. Surendra Pal
Associate Professor
Department of Teacher Education
D.A.V. (P.G.) College
Muzaffarnagar, U.P.

2.  To ensure quality education in schools and
effective teaching, NCERT Developed National
Curriculum Framework (NCF, 2005), which
recommends that curriculum should help the
learner to become constructors of knowledge.
 So, there has been a shift from 'teacher-
centred approaches' to 'learner-centred
approaches' to teaching.

3. According to constructivism,
1. Learning is not a passive receptive process but
is, instead, an active meaning-making process
required to solve meaningful problems and
2. Education system should be characterized by
 learning to be,
 learning to learn,
 learning to do and
 learning to live together.
3.It recommends learner-centred approaches to
achieve these objectives of education.

4. Traditional Approach Constructivist Approach
Teacher Centered Child Centred
Knowledge is Objective, Universal
and Complete
Knowledge is Subjective,
Contextual and Inherently Partial
Teacher is Source of Knowledge Students Construct Knowledge
Students are Passive Receivers Students are Active Participants
Teacher act as lecturer – Autocratic
Environment
Teacher act as Guide- Democratic
Environment

5. (A) Experiential
(B) Problem Solving
(C) Investigatory Approach
(D) Concept Mapping
(E) Social Inquiry Approach
(F) Creative Writing

6. The Experimental Learning Approach may be
defined as
 The teaching through “Concrete Experience
based on some real object, specimen, model,
working model or mock-ups, which is
followed by observation and reflection,
generalization and application in New
Situation.”

7. (i) Concrete Experience
(ii) Observation and Reflection
(iii) Formation of New Ideas / Concepts
(Abstract)
(iv) Validating New Ideas/Testing in New
Situations

8. The problem solving learning approach may be
defined as-
 “Teaching through Activities, which are
purposeful and related to life of student, that
helps in verifying the hypotheses for solving
the problem.”

9.  (1) Identifying the Problem
 (2) Designing the Plan of Solving the Problem
(Formulation of Hypothesis)
 (3) Executing the Plan (Organizing Activities to
Test)
(i) Collection of Data
(ii) Organization of Data
(iii) Analysis of Data
(iv) Interpretation and Drawing Inferences
 (4) Evaluating the Solution

10. The Investigatory approach may be defined as
–
 “The teaching through Experiment, where are
the situation of Independent variable &
dependent variable which helps in
ascertaining the hypotheses be collecting,
analyzing & Interpreting the data.”

11.  (1) Posing Useful Questions
 (2) Planning an Investigation
(i) Hypothesizing
(ii) Determining the Independent,
Dependent and Control Variables
 (3) Designing & Conducting Experiment
 (4) Collection & Analysis of Data
 (5) Evaluation

12.  To developed the idea of hierarchical
representation of concepts/propositional
framework etc. are called 'cognitive maps' or
'concept maps
 Teacher can adopt the following ways :
i) Develop a concept map for teaching any topic
and use it in the classroom.
ii) Ask students to prepare their own concept maps
both individually and in group.
iii) Use concept mapping strategy at the review
stage of the lesson.
iv) Develop a concept map as a tool of assessment.

13. (i) Selecting the key-concepts & sub-concepts
(ii) Ranking the key-concepts
(iii) Linking the key-concepts by the good
connecting words shown on the lines
(iv) Making cross-links between concepts of one
section and the other
(v) Restructuring the maps

14.  Lev Vygotsky, the Soviet Psychologist,
believed that one can learn from others, both
of the same age & of a higher age, and the
role of teachers, parents & peers in children's
learning comes here.
 learner constructs knowledge in the cultural
& social context, where the teachers and
peers are the living representatives of culture,
with whom the learners interact. During the
interactive process, meanings are shared and
information is exchanged.

15. 5 Steps (Format in Annexure 5.1)
 Phase I - Orientation
 Phase II - Hypotheses
 Phase III - Exploration
 Phase IV - Evidencing
 Phase V - Generalisation

16. 6 Steps (Format in Annexure 5.2)
 Phase I - Orientation to the case
 Phase II - Identifying the Issues
 Phase III - Taking Positions
 Phase IV - Exploring the stances
underlying the Position taken
 Phase V - Redefining & Qualifying
Position
 Phase VI - Testing Assumptions about
facts, Consequences and Definitions

17. 6 Steps (Format in Annexure 5.3)
 (i) Identifying the Area/Topic of Research
 (ii) To identify the Research Questions/Problem
 (iii) Selecting the Sample
 (iv) Collecting the Data
(i) Preparing the Questionnaire
(ii) Field Visits
 (v) Processing the Data
 (vi) Preparation and Presentation of Report
E.g. Status of Indian Women

18.  Creative Writing is the most useful method
for developing creative expression.
 In creative writing, content or thought comes
first & expression later.
 The effective creative writing requires a
balance between the freedom to express
ideas and feelings and the discipline to
manipulate the words and images in a unique
way.

19. 5-Steps (Format in Annexure 6.0)
 (i) Allow Students To Express Freely
 (ii) Allow Students To Assess Themselves
 (iii) Offer Good Models Of Writing
 (iv) Teach Principles and Patterns Through
Literature
 (v) Provide Students with Appropriate
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