Constructivism Basics

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Constructivism Basics

  1. 1. The Big Picture <ul><li>Constructivism has roots in philosophy, psychology, sociology, and education. </li></ul><ul><li>Source: Wesley Hoover, The Practice Implications of Constructivism </li></ul>
  2. 2. The Big Picture <ul><li>Constructivism's central idea is that human learning is constructed , that learners build new knowledge upon the foundation of previous learning. </li></ul><ul><li>Source: Wesley Hoover, The Practice Implications of Constructivism </li></ul>
  3. 3. The Big Picture <ul><li>This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key. Source: Wesley Hoover, The Practice Implications of Constructivism </li></ul>
  4. 4. No Blank Slate <ul><li>Learners come to learning situations with knowledge gained from previous experience; prior knowledge influences what new or modified knowledge they will construct. Source: Wesley Hoover, The Practice Implications of Constructivism </li></ul>
  5. 5. Learning is Active <ul><li>Learners confront their understanding when they encounter a new learning situation. If what learners encounter is inconsistent with their current understanding, their understanding can change to accommodate new experience. Source: Wesley Hoover, The Practice Implications of Constructivism </li></ul>
  6. 6. Learning is Active <ul><li>Learners apply current understandings, note relevant elements, judge the consistency of prior and emerging knowledge, and based on that judgment, they can modify knowledge. Source: Wesley Hoover, The Practice Implications of Constructivism </li></ul>
  7. 7. Authentic Learning <ul><li>Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers and experts in the learning community. </li></ul><ul><li>Source: Jy Wana Daphne Lin Hsiao link </li></ul>
  8. 8. Authentic Learning <ul><li>In an authentic environment, learners assume the responsibilities of their own learning, they have to develop metacognitive abilities to monitor and direct their own learning and performance. Source: Jy Wana Daphne Lin Hsiao link </li></ul>
  9. 9. Collaboration <ul><li>When people work collaboratively, they bring their own framework and perspectives to the activity. They are able to negotiate and generate meanings and solution through shared understanding . Source: Jy Wana Daphne Lin Hsiao link </li></ul>
  10. 10. Collaboration <ul><li>When people work collaboratively, they bring their own framework and perspectives to the activity. They are able to negotiate and generate meanings and solution through shared understanding . Source: Jy Wana Daphne Lin Hsiao link </li></ul>

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