it is all about constructivist approach in education its meaning types, methods, cooperative collaborative learning five E model

1. Constructivism
Dr. Shaikh kashefa Anjum
M.sc. (Maths), M.Ed., NET, SET, PhD (Edn) M.A. (Urdu)
Asstt.Professor
Marathwada College of Education, ChSn
Aurangabad. Maharashtra
kashefa07@gmail.com

2. Constructivism
Constructivism
Constructivism
Constructivism

3. Gambattista Vico (philosopher) (1710): “We can know nothing that we
have not made.”
Martin Dougiamas (IT technologist) (1998): “Constructivism is building
on knowledge known by the student. Education is student centered;
students have to construct knowledge themselves explanation can use
metacognition to explain via metaphor. Semiotics, or meanings of word,
are important to keep in mind. Constructivism is a theory a tool, a lens for
examining educational practices.”
Van Glasersfeld (philosopher) (1989): “Knowledge is not passively
received but actively built up by the cognizing subject and the function of
cognition is adaptable…. And serves the organization of experiential
world, not the discovery of ontological reality.”
Bruner: (Educator):“Constructivism is a learning theory in which learning
is seen as an active process in which learners construct new ideas or
concepts based upon their current and past knowledge.”

4. Guiding Principles of Constructivism
• Knowledge is constructed, not
transmitted.
• Prior knowledge impacts the learning
process.
• Initial understanding is local, not
global.
• Building useful knowledge structures
requires effortful and purposeful
activity.

5. Two Main Ideas of Constructivism:
1. The learner is not a passive entity but an
active cognizing subject. Knowledge cannot be
transmitted from one learner to another.
Learners have to construct this knowledge
themselves.
2. The function of cognition is not the
discovery/representation of the world but
adaptation. That is to say that cognition performs
the function of organizing the learner’s
experiences of the world.

6. Types of constructivism:
1. Trivial Constructivism:
2. Radical Constructivism:
3. Social Constructivism Or Socio-
Constructivism:
4. Cultural Constructivism:
5. Critical constructivism:

7. CONSTRUCTIVIST PEDAGOGICAL DESIGNS:
Constructivist learning strategies:
• project-based learning
• problem-based learning
• inquiry learning
• WebQuest
• discovery learning

8. Project-Based Learning:
Project Based Learning is a teaching and
learning model (curriculum development
and instructional approach) that emphasizes
student-centered instruction by assigning
projects. It allows students to work more
autonomously to construct their own
learning, and culminates in realistic, student-
generated products.

9. Problem-Based Learning:
Problem-based learning (PBL in this article)
is defined by Finkle and Torp (1995) as, “a
curriculum development and instructional
system that simultaneously develops both
problem solving strategies and disciplinary
knowledge bases and skills by placing
students in the active role of problem
solvers confronted with an ill-structured
problem that mirrors real-world
problems”.

10. What Skills do Students learn?
Through PBL, students learn:
Solving real-life problems: Learning to solve relevant and contextual
problems congruent with workplace skills, develop initiative,
performance ability and enthusiasm.
Efficient problem solving: Develop the ability to find and use
appropriate resources for problem solving
Independent learning: Employ effective self-directed and self-
motivated learning skills and proactive thinking to continue learning as
a lifetime habit
Self-monitoring: Continuously monitor and assess the adequacy of
their own knowledge and of their problem-solving skills, practice
critical thinking.
Team work: Efficient collaboration as a member of a group,
communication and leadership skills, social and ethical skills.

11. Roles in PBL
• Instructor's Role
• Student's Role

12. Inquiry –based learning:
Inquiry-based learning (IBL) is a project-oriented
pedagogic strategy based on constructivist and
socio-constructivist theories of learning (Eick &
Reed, 2002). “Inquiry learning is not about
memorizing facts - it is about formulation
questions and finding appropriate resolutions to
questions and issues.

13. WebQuest:
A WebQuest is an inquiry-oriented activity in which most or
all of the information used by learners is drawn from the Web,
optionally supplemented with videoconferencing. WebQuests
are designed to use learner's time well, to focus on using
information rather than looking for it, and to support learner's
thinking at the levels of analysis, synthesis and evaluation. The
model was developed in 1995 at San Diego State University by
B.Dodge with T.March.
There are at least two levels of WebQuests:
Short Term WebQuests:
Designed to be completed in 1 to 3 class periods.
Longer Term WebQuest:
Will typically take between one week and a month in a
classroom setting.

14. Discovery learning:
Discovery learning refers to various
Instructional Design Models that engage
students in learning through discovery.
Usually the pedagogical aims are threefold:
(1) Promote "deep" learning, (2) Promote
meta-cognitive skills (develop problem-
solving skills, creativity, etc.), (3) Promote
student engagement.

15. Models of Discovery Learning:
• Collaborative discovery learning
• Discovery learning with micro worlds
• Experiential learning (to some extent)
• Guided discovery learning
• Incidental learning
• Learning by exploring (exploratory learning)
• Simulation-based learning
• Case-based learning
• Problem-based learning
• Inquiry-based learning

16. Summary of Classroom Activities that Reflect
Constructivism:
Curriculum Practices
1. Applied learning designs
2. Interdisciplinary integration
3. Field-related experiences
4. School-community linkages
Instructional Practices
5. Experiential learning
6. Problem-based learning
7. Student-directed learning
8. Mentoring
Assessment Practices
9. Journal writing
10. The scoring rubric
11. Portfolios
12. Observation checklists

17. Characteristics of a constructivist classroom:
• A Constructivist Classroom is Child Centered
• Students’ Prior Knowledge is Acknowledged and Valued
• Students and Teacher are Interactive in a Constructivist
Classroom
• ‘Others’ are Important in Constructivist Classroom
• Negotiation is Compulsory for Constructivist Teaching
• Process Approach is Emphasised in Constructivist
Classroom
• Management of the Classroom is Democratic
• Students Learn from Whole to Part in a Constructivist
Classroom
• Power in a Constructivist Classroom is Shared
• Assessment is Interwoven with Teaching Learning Process

18. Traditional Instruction Constructivist Instruction
Curriculum is presented part to whole,
with emphasis on basic skills.
Curriculum is presented whole to part with
emphasis on big concepts.
Strict adherence to fixed curriculum is
highly valued.
Pursuit of student questions is highly valued.
Curricular activities rely heavily on
textbooks and workbooks.
Curricular activities rely heavily on primary
sources of data and manipulative materials.
Students are viewed as "blank slates"
onto which information is etched by the
teacher.
Students are viewed as thinkers with emerging
theories about the world.
Teachers generally behave in a didactic
manner, disseminating information to
students.
Teachers generally behave in an interactive
manner, mediating the environment for students.
Teachers seek the correct answer to
validate student learning.
Teachers seek the students' points of view in
order to understand students' present conceptions
for use in subsequent lessons.
Assessment of student learning is
viewed as separate from teaching and
occurs almost entirely through testing.
Assessment of student learning is interwoven
with teaching and occurs through teacher
observations of students at work and through
student exhibitions and portfolios.
Students primarily work alone. Students primarily work in groups.
Difference between Traditional and Constructivist Instruction:

19. Assessment of knowledge construction
Anecdotal Records
Exit Cards
Graphic Organizers
Journal
Peer Assessment
Portfolios
Project-Based Learning

20. How Can I be a Good Teacher-Facilitator?
1. Make learners aware:
2. Find out about your students’ goals:
3. Involve your students:
4. Go beyond classroom:
5. Be a good observer:
6. Be a good listener:
7. Come closer:
8. Move farther:
9. Provide timely intervention:
10. Plan and prepare well:

21. Cooperative and Collaborative Learning
Spencer Kagan (1989):
“The structural approach to cooperative
learning is based on the creation, analysis
and systematic application of structures, or
content-free ways of organizing social
interaction in the classroom.”

22. Elements of cooperative learning:
In 1994 Johnson and Johnson published the 5
elements
1. Positive interdependence.
2. Individual accountability.
3. Face-to-face interaction
4. Social skills
5. Processing

23. Types of cooperative learning:
1. Formal cooperative learning
2. Informal cooperative learning:
3. Base group learning:

24. Techniques of cooperative learning:
• Think Pair Share
• Jigsaw:
• Jigsaw II:
• Reverse Jigsaw:
• Inside-Outside Circle:
• The Williams:
• STAD (or Student-Teams-Achievement Divisions):
• Rally Table:
• TGT (or Team Game Tournament):

25. Collaborative Learning
Collaborative learning is a situation in which two
or more people learn or attempt to learn
something together. Unlike individual learning,
people engaged in collaborative learning
capitalize on one another’s resources and skills
(asking one another for information, evaluating
one another’s ideas, monitoring one another’s
work, etc.
Collaborative learning has British roots, based on
the work of English teachers exploring ways to
help students respond to literature by taking a
more active role in their own learning.

26. Components of collaborative learning:
Three components specific to group-work or
collaboration that are highly predominant in the
Collaborative learning are:
Control,
Communication,
Awareness.

27. Techniques of collaborative learning:
• Three-step Interview
• Roundtable
• Focused Listing
• Structured Problem-solving
• Paired Annotations
• Structured Learning Team Group Roles
• Send-A-Problem
• Value Line
• Uncommon Commonalities
• Team Expectations
• Double Entry Journal
• Guided Reciprocal Peer Questioning

28. Constructivism and the Five E's
Five E Model:
A convenient format to view constructivism has
been defined by Biological Science Curriculum
Study (BSCS). In this models the process is
explained by employing five "E"'s.
They are:
1. Engage,
2. Explore,
3. Explain,
4. Elaborate and
5. Evaluate.