Constructivism is a theory of learning that suggests learners actively construct their own understanding of concepts based on their current knowledge and experiences. There are two main views of constructivism - individual constructivism, which emphasizes each learner's internal construction of knowledge, and social constructivism, which views knowledge as constructed through social interactions. Key characteristics of constructivism include learners constructing their own understanding, new learning building on prior knowledge, and meaningful learning occurring through authentic tasks and social interactions.
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
This was initially used for EDUC 203 class (Facilitating Learning).
References include:
Aquino, Avelina. (2009) Facilitating Human Learning. Manila: Rex Bookstore Inc.
Corpuz, Brenda B. et al., (2014) Facilitating Learning: A Metacognitive Process. Metro Manila: Lorimar Publishing, Inc.
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
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ABSTRACT : Teaching and learning is an infinite process. The process takes change by the time as according to the need of learner himself and societal needs. Now-a-days there is a vogue of using experiences in learning. The approach which is related to using experiences and correlate them with ones daily life is known as constructivism. Constructivist learning is based on students’ active participation in problem solving and critical thinking. It is affected by many school of ideas like Pragmatism, Existentialism and Reconstructionism with minor differences. It is a natural process of teaching and learning where teacher, learner, curriculum and assessment all revolves round the reality. It affects learners, social, psychological and emotional aspects to full extent. It is helpful in learning without burden. The purpose of this approach is to learn and teach happily and practically.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. TEACHING is not
about filling up the
pail, is about
LIGHTING A FIRE.
3. What is CONSTRUCTIVISM?
Constructivism refers to the idea that learners
construct knowledge for themselves---each learner
individually (and socially) constructs meaning---as
he or she learns. Constructing meaning is
learning; there is no other kind.
Constructivism — particularly in its "social" forms
— suggests that the learner is much more actively
involved in a joint enterprise with the teacher of
creating ("constructing") new meanings.
4. The dramatic consequences of this view are
twofold;
1) We have to focus on the learner in thinking
about learning (not on the subject/lesson to
be taught):
2) There is no knowledge independent of the
meaning attributed to experience
(constructed) by the learner, or community of
learners.
5. TWO VIEWS OF
CONSTRUCTIVISM
1. INDIVIDUAL CONSTUCTIVISM
2. SOCIAL CONSTRUCTIVISM
6. INDIVIDUAL CONSTRUCTIVISM
This is also called cognitive constructivism
It emphasizes individual, internal
construction of knowledge.
It is largely based on Piaget’s theory.
Learners should be allowed to discover
principles through their own exploration
rather than direct instruction by the teacher
7. SOCIAL CONSTRUCTIVSM
This view emphasizes that “knowledge
exist in a social context and is initially
shared with others instead of being
represented solely in the mind of an
individual.”
It is based on Vygotsky’s theory.
Construction of knowledge is shared by
two or more people
8. The opportunity to interact and share
among learners help to share and refine
their ideas
Knowledge construction becomes
social, not individual
9. Characteristics of
CONSTRUCTIVISM
According to Eggen and Kauchak:
1. Learners construct understanding
2. New learning depends on current
understanding
3. Learning is facilitated by social
interaction
4. Meaningful learning occurs within
authentic learning task.
11. Concept as Feature Lists
Learning a concept involves learning specific
feature that characterize positive instances
1. Defining features is characteristics present
in ALL instances.
example; triangles has three sides.
12. 2. Correlational feature is one that is present
in may positive instances but not essential
for concept commonly membership.
example; a mother is loving
13. Concepts as Prototypes
o A prototype is an idea or a visual image of
a “typical example.”
o It is usually formed based on the positive
instances that learners encounter most
often.
14. Concepts as Exemplars
o Exemplars represent a variety of examples.
o It allows learners to know that am example
under concept may have variability.
example; a learner’s concept of
vegetable may include a wide variety of
different examples like
cauliflower, kangkong, cabbage, string
beans, squash, potatoes.
15. Making Concept- Learning Effective
1. Provide a clear definition of the
concept
2. Make the defining features very
concrete and prominent
3. Give a variety of positive instances
4. Give negative instances
5. Cite a “beat example” or prototype
16. 6. Provide opportunity for learners to identify
positive and negative instances
7. Ask learners to think of their own example of
the concept
8. Point out how concepts can be related to
each other
17. Schemas and Scripts
A schema is an organized body of
knowledge about something.
A script is a schema that includes a series
of predictable events about a specific
activity.
o example; knowing the series of steps done
when we visit a doctor or what transpires at the
beginning of the class when teacher arrives.
18. APPLYING CONSTRUCTIVSM IN
FACILITATING LEARNING
1. Aim to make learners understand a few
key ideas in an-depth manner, rather than
taking up so many topics superficially.
2. Give varied examples
3. Provide opportunities for experimentation.
4. Provide lots of opportunities for quality
interaction.
19. 5. Have lots of hand-on activities.
6. Relate your topic to real life situations.
7. Do not depend on the explanation method all
the time.