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Constructivism theory


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Constructivism theory

  1. 1. Constructivist View of Learning Madhavi Dharankar
  2. 2. Meaning - Definition Constructivism is a psychological theory of knowledge, which argues that humans generate knowledge and meaning from their experiences2 Madhavi_Dharankar_Constructivism
  3. 3. Origin of Constructivism Latin words con struere = to arrange or to give structure Earliest Proponents: Buddha Jean Piaget John Dewey Lev Vygotsky Jerome Bruner Ernst von Glasersfeld3 Madhavi_Dharankar_Constructivism
  4. 4. Characteristics of Constructivism 1 of 2 Learning through problem- solving Exploring possible answers Developing products & presentations Pursue global goals Problem solving Research skills Stress more group work4 Madhavi_Dharankar_Constructivism
  5. 5. Characteristics of Constructivism 2 of 2 Emphasis on alternative learning & assessment methods Exploration of & tests with open-ended questions and scenarios Research Product development Student portfolios Performance checklists Descriptive narratives written by teachers5 Madhavi_Dharankar_Constructivism
  6. 6. Some Terminologies in Constructivism Zone of Proximal Development Scaffolding6 Madhavi_Dharankar_Constructivism
  7. 7. Needs addressed by Constructivism 1 of 2 Making skills more relevant to students’ backgrounds and experiences by anchoring learning tasks in meaningful, authentic and highly visual situations Addressing motivation problems through interactive activities in which students must play active roles7 Madhavi_Dharankar_Constructivism
  8. 8. Needs addressed by Constructivism 2 of 2 Teaching students how to work together to solve problems through group-based, cooperative learning activities Emphasizing engaging in activities that require higher- level skills and pre- requisite lower level skills at the same time8 Madhavi_Dharankar_Constructivism
  9. 9. Goals of Instruction Learning is an active process of constructing rather than acquiring knowledge Instruction is a process of supporting knowledge construction rather than communicating knowledge Do not structure learning for the task, but engage learner in the actual use of the tools in real world situations  Learning activities should be authentic and should center around the “problematic” or “puzzlement” as perceived by the learner The focus is on the process not the product9 Madhavi_Dharankar_Constructivism
  10. 10. Instructional Models  Action Learning  Collaboration and social  Case-Based Learning negotiation  Collaborative Learning  Exploration  Communities of Practice  Multiple perspectives and  Discovery Learning case-based reasoning  Problem-solving activities  Distributed Learning  Reflection (imitation, replay,  Inquiry-Based Learning etc.)  Microworlds/Simulations  Role-playing  Problem-Based Learning (PBL)  Self-directed learning  Situated Learning  WebQuest(s)10 Madhavi_Dharankar_Constructivism
  11. 11. Instructor’s Role To construct a learning environment, and assist students as they explore it by designing experiences that encourage assimilation and accommodation. To suggest that lasting learning comes as a result of activities that are both meaningful to the learner and based in some social context (other learners, colleagues, instructors, clients, etc.). To be a facilitator and architect of learning.11 Madhavi_Dharankar_Constructivism
  12. 12. Applications for Instruction Pose "good" problems - realistically complex and personally meaningful. Create group learning activities. Model and guide the knowledge construction process.12 Madhavi_Dharankar_Constructivism
  13. 13. Questions??? Discussions!!!13 Madhavi_Dharankar_Constructivism