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The learning sciences and constructivism
- 1. The Learning Sciences andConstructivism
- 2. The Learning Sciences •Encompasses research in: • Psychology, education, computer sciences, philosophy, sociology, anthropology, neuroscience and other fields • Has basic assumptions: Experts have deep conceptual knowledge Learning comes from the learner Students must actively participate Schools must create effective learning environment Prior knowledge and beliefs are key Reflection is necessary to develop deep conceptual knowledge Students should analyze their own work and progress
- 3. Embodied Cognition • EmbodiedCognition: The theory that cognitive processes develop from real – time, goal – directed interactions between humans and their environment • Interactions through senses and body • Example: Observational Learning • Can you think of any examples of this?
- 4. Constructivist Views of Learning • Constructivism:View that emphasizes the active role of the learner in building understanding and making sense of information • Two forms of constructivism • Psychological/individual/Cognitive Constructivism • Focuses on the active role of the learner in knowledge construction • Social construction • Views social interactions as necessary to construct knowledge • Based in research by: Piaget, Vygotsky, The Gestalt Psychologists, Barlett, Bruner and Rogoff
- 5. Reflect • Takeout a piece of paper and do the following: • Write down a few of your favorite teachers • Write down what activities they had you do that you think made you be an active learner • Share any examples?
- 6. Psychological Constructivism • PsychologicalConstructivism: Individuals construct their own cognitive structures as they interpret their experiences in particular situations • Focuses on: • How individuals build up elements of their cognitive or emotional apparatus • The inner psychological life of people • The outside world acts as a source of input
- 7. Psychological Constructivism • First-WaveConstructivism – Piaget • Piaget focuses more on meaning as it is constructed by the individual (not necessarily a correct representation) • Thinking becomes more organized as children age • Concern with logic • Such knowledge comes from reflection • Social environment important factor, but social interaction was not the main mechanism for changing thinking
- 8. Radical Constructivism • RadicalConstructivism: Perspective that holds that individuals can never know objective reality or truth; they can only know what they perceive and believe • Learning is replacing one’s own construction with another that better explains the person’s perception of reality • Reflect: Any potential problems with this view? • Problems: 1) Some values we may want to emphasize like honesty, justice 2) Right answers in many fields – MATH 3) Some knowledge is universal
- 9. Social Constructivism • SocialConstructivism: Social interaction, cultural tools, and activity shape individual development and learning • Second-Wave Constructivism – Vygotsky • Learning meaning means belonging to a group and participating in the social construction of knowledge
- 10. Social Constructivism • Vygotskywas a mix between psychological/social constructivism • Zone of proximal development: area in which a child can solve a problem with the help of an adult or more able peer • Culture creates cognition – when adults use tools and practices to steer the child • Cognition creates culture – adult and child generate new practices and solutions
- 11. Constructionism • Constructionism: Howpublic knowledge in disciplines such as science, math, economics, or history is constructed • Social constructivists do not focus on individual learning • Focus on public knowledge • Knowledge is socially constructed • Some people have more power • Diverse viewpoints encouraged
- 12. How is KnowledgeConstructed? • The realities and truths of the external world direct knowledge construction Building mental representations • Internal processes such as Piaget’s organization, assimilation, and accommodation direct knowledge construction • New knowledge is abstracted from old knowledge Gradual development • Both external and internal factors direct knowledge construction • Internal (cognitive) • External (environmental and social) • Vygotsky – Use of cultural tools Through Interactions
- 13. Is Knowledge Situatedor General? • Knowledge is transferable to other situations • Examples of transferable knowledge? General • Situated Learning: The idea that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply in new settings • Some ideas may be useful within a specific area, but useless outside that area Situated – Vygotsky
- 14. Common Elements ofConstructivist Student- Centered Teaching • Give problems with many parts Complex Learning Environments and Authentic Tasks • Be able to defend their own positions • Respect the positions of others Social Negotiation • Gain different ways of viewing content Multiple Perspectives and Representations of Content • Make students aware of their own role in constructing knowledge Understanding the Knowledge Construction Process • Students’ effort to learn is the main focus Student Ownership of Learning
- 15. Applying Constructivist Perspectives •Elicit students’ ideas and experiences in relation to key topics • Fashion learning situations that help students elaborate on or restructure their current knowledge • Give students opportunities to engage in complex problem based-activities • Provide students with a variety of information resources • Group work – give support to engage in task-oriented dialogue • Elaborate on thinking processes and have students do the same • Have students apply knowledge in diverse contexts • Encourage students to reflect on thoughts • Give feedback on processes and products of thinking
- 16. Group Task Assign:Brainstorm and choose topic • A group leader • Notetaker • Task person • Encourager (make sure everyone is included) • Designer (draws up designs for lesson) • Checker (ensures constructivist principles are being used) • Researcher (look up info online/in book) • Presenter (will talk about lesson plan) Assign Brainstorm and choose topic Brainstorm ideas for a lesson Make a rough draft / outline Design a worksheet associated to the activity
- 17. Scaffolding Scaffolding: Support forlearning and problem solving Could be: • Clues • Reminders • Encouragement • Breaking down the steps • Providing examples Three main characteristics: • Contingency Support: Teacher is constantly adjusting, differentiating, and tailoring responses to the student • Fading: Teacher gradually withdraws support as the students’ understanding deepens • Transferring Responsibility: Students assume more responsibility for their own learning
- 18. Inquiry Learning • InquiryLearning: Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions • The students: • Formulate hypotheses to explain/solve the problem • Collect data • Draw conclusions • Reflect on the problem and thinking processes
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- 20. Problem-Based Learning • Problem-basedlearning: Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process • Designed to help students develop knowledge that is useful and flexible
- 21. Cognitive Apprenticeships • Sixfeatures: 1. Students observe an expert model the performance 2. Students get support through coaching or tutoring 3. Students receive scaffolding that gradually fades 4. Students articulate their knowledge 5. Students reflect on their progress 6. Students explore new ways to apply what they are learning
- 22. Reciprocal Teaching • Reciprocal Teaching:Learning to apply the strategies of questioning, summarizing, predicting, and clarifying • Designed to help students understand and think deeply about what they read • Strategies in Reading: • Summarizing the content of a passage • Asking a question about the central point • Clarifying the difficult parts of the material • Predicting what comes next
- 23. Reciprocal Teaching • Guidelinesfor effective reciprocal teaching: • Shift gradually – Shift from teacher to student responsibility must be gradual • Match demands to abilities – Difficult tasks and responsibility must match the abilities of each student • Diagnose thinking – Student thinking should be observed
- 24. Collaboration and Cooperation •Collaboration: A philosophy about how to relate to others – how to learn and work • Cooperation: Way of working with others to attain a shared goal • Cooperative Learning: Situation in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group and where learning is supported by other individuals • Group Work: Several students working together • Might not be cooperating!
- 25. What can go wrong •Students attempt to finish early instead of focusing on learning • Students can reinforce misunderstandings • Socializing may take precedence over learning • Students may rely on the “best” student in the group • Status differences may be increased • Some students learn to “loaf” and be dependent on group
- 26. Preparing Students for Cooperative Learning Positive interdependence •Members can attain their goals only if the others in the group do as well Promotive interaction • Members encourage each other’s efforts Individual accountability • Students are responsible for their own learning Collaborative and social skills • Giving constructive feedback, reaching consensus, and including other members Group processing • Members ensure the group is working effectively
- 27. Assigning Roles • PossibleRoles: • Encourager • Coach • Checker • Recorder • Gate Keeper • Taskmaster • Can assign audience members listening roles • Roles support learning, not ends in themselves
- 28. Designs for Cooperation •Reciprocal Questioning: Students work in pairs or triads to ask and answer questions about lesson material • Jigsaw: A learning process in which each student is part of a group, and each member is given part of the material to be learned by the whole group • Students depend on each other
- 29. Structured Controversies • Structuredcontroversy: Students work in pairs within their four-person cooperative groups to research a particular controversy • Each pair researches the issue • They develop a pro and con position • They present their position and evidence • The pairs discuss the issue together • The pairs reverse positions • Total group forms a final report • Discuss: What kind of subject material are each of these methods useful for? Which do you prefer? • Potential issues: • Learning disability • Gifted students
- 30. Service Learning • ServiceLearning: A teaching strategy that integrates meaningful community service with instruction to enrich the learning experience • Characteristics for service learning: 1. Organized and meet community needs 2. Integrated into curriculum 3. Have time to reflect and write about experience 4. Opportunities to apply academic knowledge 5. Enhance learning and a sense of caring
- 31. Learning in aDigital World • Uses of technology in school: • Technology based activities for classroom or learning environments • Students can interact with technologies or collaborating in a virtual environment oCloud computing: Allows computer users to access applications or computing assets to use online applications • Administrators use technology to track information
- 32. Virtual Learning Environments •Virtual Learning Environment: A broad term that describes many ways of learning in virtual or online systems • Learning Management System: Systems that deliver e- learning, provide tools and learning materials, keep records, administer assessments, and manage learning • i.e., Icon • Personal Learning Environment: Framework in which knowledge is constructed through online peer interactions • Immersive Virtual Learning Environment: A simulation of a real-world environment that immerses students in tasks like those required in a professional practicum • Massive Multi-player Online Games (MMOGs): Interactive gaming environments constructed in virtual worlds in which the learner assumes a character role of avatar
- 33. Developmentally Appropriate Computer Activities Is digital mediaappropriate for preschool children? • Hotly debated • Potential danger: Visuals or sound effects could interrupt with the development of concepts • Might make children better at multitasking but worse at deeper thought processes Students have to be media/digital literate
- 34. Computational Thinking and Coding •Computational Thinking: The thought processes involved in formulating problems so you can represent their solution steps and algorithms for computing o“Thinking like a computer scientist” • Discuss: What part of technology is present in this class? What do you regularly use? Are any harmful to the learning environment?
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