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Constuctivism Presentation
- 2. WHAT IS CONSTRUCTIVISM? •THEORYOF KNOWLEDGE, ASSUMES THAT “KNOWLEDGE, NO MATTER HOW IT BE DEFINED, IS IN THE HEADS OF PEOPLE, AND THAT THE THINKING SUBJECT HAS NO ALTERNATIVE BUT TO CONSTRUCT WHAT HE OR SHE KNOWS ON THE BASIS OF HIS OR HER OWN EXPERIENCE”1 •SPECIFICALLY, WE WILL VIEW CONSTRUCTIVISM AS A THEORY OF TEACHING AND LEARNING IN MATH CLASSROOMS •NEW, SPECIFIC DEFINITION: CONSTRUCTIVISM DICTATES THAT STUDENTS LEARN NEW MATH CONCEPTS THOUGH PREVIOUS KNOWLEDGE STRUCTURES.
- 4. HISTORY AND BASESOF CONSTRUCTIVISM CONSTRUCTIVISM
- 5. THE HISTORY OFCONSTUCTIVISM •CONSTRUCTIVISM HAS ITS ROOTS IN PSYCHOLOGY, AND IS CONCEIVED IN THE POST- MODERNIST ERA. •CONSTRUCTIVISM IS DEVELOPED BECAUSE OF THE INTEREST OF DEVELOPMENTAL PSYCHOLOGISTS IN THE IDEA OF HOW DOES KNOWLEDGE GROW. •IN THIS CENTURY, JEAN PIAGET AND JOHN DEWEY DEVELOPED THEORIES OF CHILDHOOD DEVELOPMENT AND EDUCATION, WHAT WE NEW CALL PROGRESSIVE EDUCATION, THAT LED TO THE EVOLUTION OF CONSTRUCTIVISM.
- 6. BASES OF CONSTRUCTIVISM •CONSTRUCTIVISM IS BASICALLY A THEORY, BASED ON OBSERVATION AND SCIENTIFIC STUDY ABOUT HOW PEOPLE LEARN. • IN THE CLASSROOM, THE CONSTRUCTIVIST VIEW OF LEARNING CAN POINT TOWARDS A NUMBER OF DIFFERENT TEACHING PRACTICES. • CONSTRUCTIVIST TEACHERS ENCOURAGE STUDENTS TO CONSTANTLY ASSESS HOW THE ACTIVITY IS HELPING THEM GAIN UNDERSTANDING.
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- 10. JEAN PIAGET •CONSTRUCTIVISM ISDEVELOPED BECAUSE OF THE INTEREST OF DEVELOPMENTAL PSYCHOLOGISTS IN THE IDEA OF HOW DOES KNOWLEDGE GROW. AMONGST THE FIRST TO TRY TO FIND AN ANSWER TO THIS QUESTION WAS THE SWISS DEVELOPMENTAL PSYCHOLOGIST JEAN PIAGET (AUGUST 9, 1896 - SEPTEMBER 16 1980), WHO HAS ALSO COME TO BE KNOWN AS THE FATHER OF CONSTRUCTIVISM.
- 11. LEV VYGOTSKY •ANOTHER MAINCONTRIBUTOR TO CONSTRUCTIVISM WAS THE RUSSIAN PSYCHOLOGIST LEV VYGOTSKY (1896-1934). UNLIKE PIAGET, WHO BELIEVED CHILDREN LEARN FROM THEIR ENVIRONMENT, VYGOTSKY BELIEVED THAT EARLY DEVELOPMENT OCCURS THROUGH PARENTAL INSTRUCTION AND INTERACTION WITH THE SOCIAL ENVIRONMENT.
- 12. JEROME BRUNER •JEROME BRUNER(1915 – 2016) WAS AMONGST THE FIRST TO APPLY CONSTRUCTIVISM AS A THEORY FOR LEARNING. IN BRUNER’S THEORY, THE MAIN THEME IS THAT PEOPLE LEARN BY CONSTRUCTING NEW IDEAS AND CONCEPTS BY INTERPRETING THEM THROUGH COMPARISON WITH PREVIOUS KNOWLEDGE THAT IS AN IDEA PREVALENT IN PIAGET’S THEORY.
- 13. JOHN DEWEY •JOHN DEWEY(1859-1952). HE BELIEVED THAT LEARNING CAME FROM EXPERIENCES IN WHICH THE LEARNER WAS PLACED IN A SITUATION WHERE HE/SHE HAD TO “DRAW OUT EXPERIENCES THAT HAVE MEANING AND IMPORTANCE.
- 14. TEACHER AND STUDENTROLE CONSTUCTIVISM
- 15. ROLE OF THETEACHER •CONSTRUCTIVIST TEACHERS DO NOT TAKE THE ROLE OF THE "SAGE ON THE STAGE." INSTEAD, TEACHERS ACT AS A "GUIDE ON THE SIDE" PROVIDING STUDENTS WITH OPPORTUNITIES TO TEST THE ADEQUACY OF THEIR CURRENT UNDERSTANDINGS
- 17. •CONSIDER THE KNOWLEDGEAND EXPERIENCES STUDENTS BRING TO CLASS •‘DISCOVERY’ IS FACILITATED BY PROVIDING THE NECESSARY RESOURCES •KNOWLEDGE IS ACTIVELY CONSTRUCTED & LEARNING IS PRESENTED AS A PROCESS OF ACTIVE DISCOVERY •PROVIDE ASSISTANCE WITH ASSIMILATION OF NEW AND OLD KNOWLEDGE •LEARNING PROGRAMME SHOULD BE SUFFICIENTLY FLEXIBLE TO PERMIT DEVELOPMENT ALONG LINES OF STUDENT ENQUIRY •EACH STUDENT WILL INTERPRET INFORMATION IN DIFFERENT WAYS •PRESENT AUTHENTIC TASKS TO CONTEXTUALIZE LEARNING THROUGH REAL-WORLD, CASE-BASED LEARNING ENVIRONMENTS •SUPPORT COLLABORATION IN CONSTRUCTING KNOWLEDGE, NOT COMPETITION
- 18. ROLE OF THESTUDENT •THE EXPECTATION WITHIN A CONSTRUCTIVIST-LEARNING ENVIRONMENT IS THAT THE STUDENTS PLAYS A MORE ACTIVE ROLE IN, AND ACCEPTS MORE RESPONSIBILITY FOR THEIR OWN LEARNING.
- 20. •THE ROLE OFTHE STUDENT TO ACTIVELY PARTICIPATE IN THEIR OWN EDUCATION •ONE IMPORTANT ASPECT OF CONTROLLING THEIR OWN LEARNING PROCESS IS REFLECTING ON THEIR EXPERIENCES •STUDENTS BEGIN THEIR STUDY WITH PRE-CONCEIVED NOTIONS •STUDENTS ARE VERY RELUCTANT TO GIVE UP THEIR ESTABLISHED SCHEMA/IDEA & MAY REJECT NEW INFORMATION THAT CHALLENGES PRIOR KNOWLEDGE •STUDENTS NEED TO KNOW HOW TO LEARN OR CHANGE THEIR THINKING/LEARNING STYLE •FOR STUDENTS TO LEARN THEY NEED TO RECEIVE DIFFERENT 'LENSES' TO SEE THINGS IN NEW WAYS. •IN SOCIAL CONSTRUCTIVISM TUTORS AND PEERS PLAY A VITAL ROLE IN LEARNING
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- 22. ADVANTAGES • IT ENGAGESLEARNERS TO BE PART OF THE LEARNING PROCESS. • THE STUDENT SHARES IN THE RESPONSIBILITY OF LEARNING AND THE EDUCATION PROCESS AND NOT ONLY ON THE TEACHER. • MEMBERS ARE ENGAGED IN THE PURSUIT OF “INTELLECTUALITY” AND THE DESIRE TO LEARN GROWS WITHIN THE INDIVIDUALS. • ENCOURAGES TEAMWORK SKILLS. • CONSTRUCTIVISM ENCOURAGES THE EDUCATORS TO BUILD ACCOMMODATIONS DUE TO DIFFERENT INTELLIGENCES. • CONSTRUCTIVISM ENCOURAGES DIVERSITY OF THOUGHT
- 23. DISADVANTAGES • TIME CONSUMING. •SOME SAY RESULTS ARE INEFFICIENT. • STUDENTS FORM SUBJECTIVE IDEAS ABOUT WHAT THEY LEARN. • IT RELIES ON THE NOTION THAT THE LEARNER IS OR WILL BE ABLE TO SELF-MANAGE, AND MATURE ENOUGH TO FOLLOW THROUGH ON HIS EDUCATIONAL PROCESS.
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- 26. CONSTRUCTIVIST LEARNING THEORYHAS BROUGHT THE ISSUE OF ACTIVE, INDIVIDUAL LEARNING TO THE FOREFRONT OF EDUCATIONAL RESEARCH. ACCORDING TO CONSTRUCTIVIST, TREATING ALL STUDENTS THE SAME HAS INHIBITED TRUE LEARNING. TREATING STUDENTS AS INDIVIDUALS AND ALLOWING THEM TO CREATE SITUATIONS THAT ARE MEANINGFUL TO THEIR PARTICULAR STYLE OF LEARNING WILL INCREASE STUDENT MOTIVATION AND ALLOW EACH LEARNER TO GAIN INFORMATION AND EXPERIENCE THAT IS MEANINGFUL TO THEM.
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