contructivism approach
DESCRIPTION
Constructivism ApproachTRANSCRIPT
Constructivist ApproachReinze L. VitoJhonalyn Gonowon
ou cannot teach a man anything;ou can only help him find it within himselfYY
“”
Is group activity a reliable assessment method?“ ”
THE ARGUMENT
Constructivism
Constructivism says that people construct their own understanding
and knowledge of the world through experiencing things and reflecting on
those experiences.
Constructivism
based on the belief that learning occurs as learners are actively
involved in a process of meaning and knowledge construction rather than
passively receiving information
Constructivism
• Learning is an active process• Knowledge is constructed from (and
shaped by) experience• Learning is a personal interpretation
of the world
Characteristics
• According to Audrey Gray– the learners are actively involved– the environment is democratic– the activities are interactive and
student-centered– the teacher facilitates a process of
learning in which students are encouraged to be responsible and autonomous
Activities
FilmsFilms
Field TripsField TripsClassDiscussion
ClassDiscussion
Experimentation
Experimentation
Research ProjectsResearch Projects
Filmsprovide visual context and thus bring another sense into the learning experience
Class Discussionone of the most important distinctions of constructivist teaching methods
Field Tripsallows students to put the concepts and ideas discussed in class in a real-world context.
Research Projectsstudents research a topic and can present their findings to the class
Experimentationstudents research a topic and can present their findings to the class
Traditional Classroomvs.
Constructivist Classroom
Traditional Classroom Constructivist Classroom
Begins with parts of the whole -- emphasizes basic skills
Begins with the whole –expanding to parts
Strict adherence to fixed curriculum
Pursuit of student questions / interest
Textbooks and workbooks Primary sources / manipulative materials
Instructor gives/ students receive Learning is interaction‐building on what students already know
Instructor assumes directive, authoritative role
Instructor interacts / negotiates with students
Assessment via testing / correct answers
Assessment via student works, observations, points of view, tests. Process is as important as product
Knowledge is inert Knowledge is dynamic / changes with experiences
Students work individually Students work in groups
Role of Teachers
ScaffoldingScaffolding
CoachingCoaching
ModelingModeling
• the most commonly used instructional strategy
ModelingModeling
There are two (2) types of modeling:
1.Behavioral Modeling2.Cognitive Modeling
• naturally and necessarily involves responses that are situated in the learner’s task performance
CoachingCoaching
• a more systemic approach to supporting the learner, focusing on the task, the environment, the teacher, and the learner
ScaffoldingScaffolding
Assessment Methods
Summary
1.Shifts emphasis from teaching to learning2.Individualizes and contextualizes
students’ learning experiences3.Helps students develop processes, skills
and attitudes4.Considers students’ learning styles5.Focuses on knowledge construction, not
reproduction6.Uses authentic tasks to engage learners
7. Provides for meaningful, problem‐based thinking
8. Requires negotiation of meaning9. Requires reflection of prior and new
knowledge10.Extends students beyond content
presented to them
END