Constructivist approach
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The document discusses constructivism, an educational theory where knowledge is constructed by learners through experiences and interactions rather than passed on from teachers to students. It provides examples of when divergent thinking may cause problems, like with tax reporting, versus when consistency is important, like logging into a workplace computer. The 5E learning cycle model is presented as an instructional approach based on constructivism, with the phases being engage, explore, explain, elaborate, and evaluate.
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Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
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13 May 2011 workshop co-designed by Kate Martin & Ilene Alexander, Center for Teaching and Learning, and Susan Aase & Tim KamenarUniversal Design / Integrated Aligned Design
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ULibraries Workshop o Design - Handouts
This document summarizes a training workshop on incorporating universal design principles in instruction. The workshop objectives were to establish an understanding of universal design, link its principles to course design practices, and apply the framework to assessment and planning. The agenda included introductions, explaining universal design and integrated aligned design, project work, and evaluation. Participants would leave with strategies for applying universal design principles to their work and a plan for assessing their work using these principles.
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Constructivist approach
- 2. ◘Believes that KNOWLEDE cannot be passed on from one person to another 2
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- 10. WEAKNESS STRENGTH In a situation where The goal is to train conformity is essential learners to do a task the divergent thinking & same way to enable action may cause problem. consistency EXAMPLE: EXAMPLE: -Imagine the fun revenue -Logging onto & off of a Canada would have it workplace computer is the every person decided to same for all employee; it report their taxes in may be important to an their own way, although, exact routine to avoid there probably are some problems very “constructive” approaches used w/n the system we have (SCHUMAN,1996) 10
- 11. ENGAGE ►start the process EXPLORE ►provide students w/ a common base of experience ►identify & develop concepts, processes & skills 11
- 12. EXPLAIN ►opportunities to verbalize students conceptual understanding / to demonstrate new kills/behavior ►also provides an opportunities for teachers to introduce formal terms, definitions, & explanations for concepts, etc. 12
- 13. ELABORATE ►extend student’s conceptual understanding & allows them to practice skills & behaviors EVALUATE ►encourage learners & assess their understanding & abilities & lets teachers evaluate students understanding of key concepts & skill development (http:/enhancinged.wgbh.org/research/eeeee.htm) 13
- 14. REFERENCE: * PRINCIPLES OF TEACHING 1 VITORINA ACERO et.al,2007 ** PRINCIPLES OF TEACHING 1 CORPUZ & SALANDANAN,2007 *** BUILDING UNDERSTANDING TOGETHER-A CONSTRUCTIVIST APPROACH TO EARLY CHILDHOOD EDUCATION SANDRA WAITE-STUPIANSKY **** ELIZABETH MURPHY, SUMMER, 1997 http:/www.ucs.mun.ca/~emurphy/stemnet/cle3 .html 14