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Constructivism - Learning and Teaching

Constructivism - Learning and Teaching
Constructivism is a learning theory found in psychology which explains how people might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that humans construct knowledge and meaning from their experiences. Constructivism is not a specific pedagogy. Resources What is constructivism? Concept to Classroom > Constructivism as a Paradigm for Teaching and LearningProvides a workshop on the concept of constructivism beginning with an explanation of the term and ending with a demonstration of how the concept can be applied in the classroom. How does a constructivist approach differ from a traditional approach? Concept to Classroom. How to design student-centered constructivist learning activities Moving Towards Constructivist Classrooms (pdf)This paper suggests strategies and approaches which can be implemented by teachers when planning constructivist opportunities for the classroom. Examples & case studies ICT for constructivist learning - K-12 Related:  Constructivist Learning

Constructivist Teaching and Learning Contructivist Teaching and Learning By: Audrey Gray SSTA Research Centre Report #97-07: 25 pages, $11. Back to: Instruction The SSTA Research Centre grants permission to reproduce up to three copies of each report for personal use. Constructivist Teaching and Learning Constructivist teaching is 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. This report examines constructivist teaching and learning by looking at the distinctive features of a constructivist programme, the qualities of a constructivist teacher, and the organization of a constructivist classroom. Part One of this report provides a definition of an a rationale for constructivist teaching. Table of Contents Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.

The Fountain Magazine - Issue - CONSTRUCTIVISM in Piaget and Vygotsky Issue 48 / October - December 2004 CONSTRUCTIVISM in Piaget and Vygotsky Ozgur Ozer Constructivism is a new approach in education that claims humans are better able to understand the information they have constructed by themselves. According to constructivist theories, learning is a social advancement that involves language, real world situations, and interaction and collaboration among learners. The learners are considered to be central in the learning process. In constructivist classrooms, unlike the conventional lecturer, the teacher is a facilitator and a guide, who plans, organizes, guides, and provides directions to the learner, who is accountable for his own learning. Jean Piaget and Lev Vygotsky are two eminent figures in the development of constructivist theories. Piaget explores four sequential stages of the psychological development of the young learner and believes teachers should be cognizant of these stages.

Constructivism Learning Theory Constructivism Learning Theory Constructivism learning theory is a philosophy which enhances students' logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education. The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. The role of teachers is very important within the constructivism learning theory. Instead of having the students relying on someone else's information and accepting it as truth, the constructivism learning theory supports that students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences. Go Deeper Into Our Constructivism Learning Theory Categories Constructivism Basics

constructivism notes from variety of sources Constructivist Learning Design Paper Teachers and teacher educators make different meanings of constructivist learning theory. At a recent retreat with facilitators of learning communities for teachers who were studying in a Masters of Education program, we were talking about our common reading of The Case for Constructivist Classrooms (Brooks & Brooks, 1993). We asked the ten facilitators to answer this question, "What is constructivism?" We are proposing a new approach for planning using a "Constructivist Learning Design" that honors the common assumptions of constructivism and focuses on the development of situations as a way of thinking about the constructive activities of the learner rather than the demonstrative behavior of the teacher. This brief overview above indicates how each of these six elements integrate and work as a whole, but all need further explanation: 1. 2. A. B. 3. 4. 5. 6. Each of these six elements of our constructivist learning design has educational precedents. Ausubel, D. (1978). Slavin, R.

Answers to Constructivism Constructivist Learning Theory Teaching with the Constructivist Learning Theory What is the best method of teaching to use? One of the first things a teacher must do when considering how to teach students is to acknowledge that each student does not learn in the same way. This means that if the teacher chooses just one style of teaching (direct instruction, collaborative learning, inquiry learning, etc.), the students will not be maximizing their learning potential. Much of the material used to educate students at grade levels beyond primary school is largely text and lecture based, which have significant limitations. How do students learn best? Before we answer this question, ask yourself, "How do I learn best?" Since all sensory input is organized by the person receiving the stimuli, it cannot always be directly transferred from the teacher to the student. Below is a list of different methods of learning. It should also be recognized that a person's prior knowledge may help or hurt the construction of meaning.

How is knowledge constructed? / Knowledge and theory / INSTEP - INSTEP The construction of knowledge is a dynamic, active process in which learners constantly strive to make sense of new information. Over time, this sense-making activity is made up of conscious attention, organising and reorganising ideas, assimilating or accommodating to new ideas, and constant reshuffling and reorganising in efforts to connect ideas into coherent patterns. Stoll et al., 2003, pages 24–25 What a learner understands from a new message or experience depends critically on the knowledge they already have. Sense-making is not a simple decoding of the … message; in general, the process of comprehension is an active process of interpretation that draws on the individual’s rich knowledge base of understandings, beliefs, and attitudes. Spillane et al., 2002, page 391 Timperley et al. (2007) describe four learning processes through which people may engage with new knowledge, each of which is associated with a different outcome. page 18 Return to top

Constructivist: Activities The following are some useful activities for teaching about the constructivist learning theory. Problem Solving Design a cooperative learning activity for the following situation Mr. Alva is working on a lesson plan on diversity and individuality for his third-grade class. Design a cooperative learning activity that will help Mr. We have just completed a cooperative learning activity Compound Conjure This activity demonstrates that constructivist methods can be used in language arts. Directions Word List Delicious Density This activity demonstrates discovery learning in science. Handout Problem Solving This is a great problem solving activity that can be used to explore critical thinking and problem solving methods. Problem Solution Cooperative Learning This activity helps students understand the different types of cooperative learning that can be implemented in the classroom. Methods Quiz Is Double Stuf really worth it?

Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What are the benefits of constructivism? . Children learn more, and enjoy learning more when they are actively involved, rather than passive listeners. . Education works best when it concentrates on thinking and understanding, rather than on rote memorization. Constructivist learning is transferable. Constructivism gives students ownership of what they learn, since learning is based on students' questions and explorations, and often the students have a hand in designing the assessments as well. By grounding learning activities in an authentic, real-world context, constructivism stimulates and engages students. © 2004 Educational Broadcasting Corporation.

Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What is 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. You might look at it as a spiral. For example: Groups of students in a science class are discussing a problem in physics. Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge.

Constructivist Learning Constructivist Learning by Dimitrios Thanasoulas, Greece Only by wrestling with the conditions of the problem at hand, seeking and finding his own solution (not in isolation but in correspondence with the teacher and other pupils) does one learn. ~ John Dewey, How We Think, 1910 ~ As a philosophy of learning, constructivism can be traced to the eighteenth century and the work of the philosopher Giambattista Vico, who maintained that humans can understand only what they have themselves constructed. Within the constructivist paradigm, the accent is on the learner rather than the teacher. If a student is able to perform in a problem solving situation, a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structures. personal involvement; learner-initiation; evaluation by learner; and (see