ALTERNATE TEACHING ALTERNATE TEACHING PARADIGMSPARADIGMS

Methods that are developmentally Methods that are developmentally appropriate, meet students’ diverse learning appropriate, meet students’ diverse learning needs, and recognize the importance of needs, and recognize the importance of learning that occurs in social contexts.learning that occurs in social contexts.

Constructivist teachingConstructivist teaching Multiple intelligencesMultiple intelligences

Constructivist TeachingConstructivist Teaching

Incorporates Social and Information Incorporates Social and Information Processing Strategies such as:Processing Strategies such as:

Cooperative learningCooperative learning Concept formationConcept formation Critical thinkingCritical thinking Inquiry learningInquiry learning Project-based learningProject-based learning

Concept Teaching and Learning in Concept Teaching and Learning in Literacy-Based Social Studies--A Literacy-Based Social Studies--A

Constructivist ApproachConstructivist Approach Which of these pictures will qualify as Which of these pictures will qualify as

examples of the concept “family”?examples of the concept “family”? How do you know that each of the pictures How do you know that each of the pictures

you have chosen is a “family”?you have chosen is a “family”? What would you need to know if you are What would you need to know if you are

not sure whether the picture depicted a not sure whether the picture depicted a family?family?

What does “family” mean?What does “family” mean?

How many of you would like to know How many of you would like to know what the pictures are really?what the pictures are really?

Equilibration and DisequilibrationEquilibration and Disequilibration Scaffolding is the type of assistance that Scaffolding is the type of assistance that

constructivist teachers provide.constructivist teachers provide.

The pictures are:The pictures are: Lee Mong Kow family, Lee Mong Kow family,

Victoria, B.C. Canada.Victoria, B.C. Canada. Arctic hares family LeporidaeArctic hares family Leporidae Hutterite family, AlbertaHutterite family, Alberta Quatsino Indians at a potlatchQuatsino Indians at a potlatch Group of East Indians at Group of East Indians at

North Pacific Lumber Co., North Pacific Lumber Co., British Columbia.British Columbia.

A.G. Johnson, proprietor of A.G. Johnson, proprietor of Poplar Creek Store, British Poplar Creek Store, British ColumbiaColumbia

Concepts, Generalizations and Concepts, Generalizations and DiscriminationsDiscriminations

““All higher order thinking is based on the All higher order thinking is based on the thinker’s possession and use of concepts, thinker’s possession and use of concepts, generalizations and discriminations” (M. generalizations and discriminations” (M. Hunter, 1994).Hunter, 1994).

Constructivist Teaching PracticeConstructivist Teaching Practice

What is Constructivism?What is Constructivism? A theory about knowledge and learning A theory about knowledge and learning

based on the notion that humans construct based on the notion that humans construct their own knowledge on the basis of their their own knowledge on the basis of their own experiences.own experiences.

What is constructivist teaching?What is constructivist teaching? Helps learners to: Helps learners to: construct their own knowledgeconstruct their own knowledge focus on what they currently knowfocus on what they currently know be receptive to new informationbe receptive to new information fit the new information into current knowledge fit the new information into current knowledge

structure or revise the current knowledge structure or revise the current knowledge structure, andstructure, and

become aware of what they know and use their become aware of what they know and use their knowledge.knowledge.

Five Basic ElementsFive Basic Elements

Activating prior knowledgeActivating prior knowledge Acquiring knowledgeAcquiring knowledge Understanding knowledgeUnderstanding knowledge Using knowledgeUsing knowledge Reflecting on knowledgeReflecting on knowledge

Will this orange sink or float?Will this orange sink or float?

What do you think will happen if I peel the What do you think will happen if I peel the orange? Will it still float or will it sink?orange? Will it still float or will it sink?

What happened?What happened? Why do you think the unpeeled orange Why do you think the unpeeled orange

floats?floats? Why do you think the peeled orange sinks?Why do you think the peeled orange sinks? What properties of the peel do you think are What properties of the peel do you think are

important?important?

Why do you think?Why do you think?

The focus of the learning activity is the The focus of the learning activity is the crucial “Why do you think?” questions.crucial “Why do you think?” questions.

““Why do you think questions lead to:Why do you think questions lead to:discussion that draws out students’ intuitive discussion that draws out students’ intuitive

beliefsbeliefsforming hypotheses, andforming hypotheses, andsetting students on the road of experimentation setting students on the road of experimentation

that will follow.that will follow.

Activating Prior KnowledgeActivating Prior Knowledge

Schema Theory (Schemata)Schema Theory (Schemata) Individuals understand what they read only Individuals understand what they read only

as it relates what they already know.as it relates what they already know. Prior knowledge is crucial to the successful Prior knowledge is crucial to the successful

construction of meaning for construction of meaning for all all learners.learners.

How can you activate prior How can you activate prior knowledge?knowledge?

Predicting the consequences of a Predicting the consequences of a demonstration or experiment.demonstration or experiment.

Brainstorming elements of phenomenon or Brainstorming elements of phenomenon or causes of events.causes of events.

Performing actual skill, procedure or Performing actual skill, procedure or process prior to instruction.process prior to instruction.

Simply asking students what they know Simply asking students what they know about the topic. about the topic.

Activating and assessing prior Activating and assessing prior knowledgeknowledge

K W L

What do 1 know? What do I want tofind out?

What did I learnand still need tolearn?

Fig. 1: The K-W-L Strategy (Ogle 1986)

Acquiring knowledgeAcquiring knowledge

Families

Nuclear Extended Single-parent

different groups

relationships

members ofgroups

refer to

are

refer to

?

have

?

providee x a m p l e s

Fig. 2: Semantic Map for Families

Acquiring knowledgeAcquiring knowledge

Students encounter knowledge that fits their Students encounter knowledge that fits their existing knowledge structures.existing knowledge structures.

Students need to see the “big picture” Students need to see the “big picture” ((wholeswholes) and its related parts.) and its related parts.

Focusing on wholes (concepts and Focusing on wholes (concepts and generalizations) means to identify a few generalizations) means to identify a few major ideas and to make them the center of major ideas and to make them the center of instruction.instruction.

Understanding knowledgeUnderstanding knowledge

something frozenthat you eat

?

strawberry peach chocolate

cold

?

smooth

What is it?

What is it like?

What are some examples?

Fig. 3: Concept of Definition Procedure (Word Maps) Schwartz & Raphael (1985).

GROUP WORKGROUP WORK

member

General concept

member

categoryWHAT IS IT?

Comparisons

Illustrations

Properties

WHAT IS IT LIKE?

WHAT ARE SOME EXAMPLES?

Using knowledgeUsing knowledge

Problem-solving activities that are Problem-solving activities that are authentic, interesting, holistic, long-term,authentic, interesting, holistic, long-term, and and social.social.

Using knowledge: Semantic Feature Analysis Using knowledge: Semantic Feature Analysis GridGrid

SEASONS HOT COLD RAINY LEAFBUDS

DRIEDLEAVES

WINTER - + +- - +

SPRING +- +- +- + +-

SUMMER

FALL

Using knowledge: Venn DiagramUsing knowledge: Venn Diagram

(properties) (properties)(commonproperties)

Activities to use knowledge:Activities to use knowledge:

construction projectsconstruction projects research proposalsresearch proposals research papersresearch papers proposals for actionproposals for action data gathering investigationsdata gathering investigations decision-making tasksdecision-making tasks policy development, etc.policy development, etc.

Reflecting on knowledgeReflecting on knowledge

Reflection--metacognition (understanding Reflection--metacognition (understanding what one knows).what one knows).

Becoming aware of strategies that lead to Becoming aware of strategies that lead to solutions.solutions.

Reflection results in self-control and Reflection results in self-control and autonomous behavior.autonomous behavior.

Reflection permits students to set goals and Reflection permits students to set goals and make plans to achieve them.make plans to achieve them.

Activities stimulating metacognition Activities stimulating metacognition (reflection)(reflection)

journal writingjournal writing presentationspresentations simulation or role-playingsimulation or role-playing planning or proposal writing, e.g. field tripsplanning or proposal writing, e.g. field trips comparing and evaluating one’s processes comparing and evaluating one’s processes

with others’.with others’.

Student AssessmentStudent Assessment

Formative AssessmentFormative Assessment Ongoing assessment--Ongoing assessment--

information through information through observation, questioning, observation, questioning, viewing students’ viewing students’ journals, KWL charts, journals, KWL charts, etc., during instruction.etc., during instruction.

““Authentic” assessment--Authentic” assessment--teacher assesses student teacher assesses student knowledge based on knowledge based on experiences that are as experiences that are as realistic as possible.realistic as possible.

Summative AssessmentSummative Assessment Student journals, direct Student journals, direct

observation, questioning observation, questioning and by formal tests (when and by formal tests (when necessary).necessary).

Assignment due next periodAssignment due next period Choose a concept that you would like to Choose a concept that you would like to

teach at a particular grade level. Using the teach at a particular grade level. Using the theme outline handout, provide an outline theme outline handout, provide an outline of your theme in various subject areas. of your theme in various subject areas. Explain how you will approach your social Explain how you will approach your social studies outline using the 5 elements of studies outline using the 5 elements of constuctivist teaching.constuctivist teaching.

Integrated Curriculum Approach Integrated Curriculum Approach to Teaching--Theme Outlineto Teaching--Theme Outline

Listening/Speaking

Social Studies

Math

Reading Writing

Science

Special ActivitiesArt/Music

Theme