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ConstructivismConstructivism
Dr. K. A. KorbUniversity of Jos
OutlineOutline
Overview of Constructivism Two Types of Constructivism Learning according to
Constructivism Constructivist Teaching Strategies
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Learners construct their own meaning from information in the environment
Behaviorism
Cognitive Theories
Constructivism
PassiveActively process
incoming information
Actively seek to understand
the environment
Dr. K. A. KorbUniversity of Jos
Assumptions of Assumptions of ConstructivismConstructivism
Knowledge is constructed as learners make sense of their experience Knowledge constructions may not match
reality Learners actively seek meaning in the
environment In the learning process, learners create
and test theories until a satisfactory explanation is known
Knowledge is context-dependent Social interactions are vital to learning
Dr. K. A. KorbUniversity of Jos
Constructivism:Constructivism:Process of LearningProcess of Learning
Schema:
Typically a misconceptio
n
Test Schema
Expected Results?
Develop new schema
(Accommodate)
AssimilateYes
No
Dr. K. A. KorbUniversity of Jos
Discovery LearningDiscovery LearningKobo Large Block of Wood
OrangeMetalKnife
Large bagof Rice
Balloon
Dr. K. A. KorbUniversity of Jos
Types of ConstructivismTypes of Constructivism
Psychological Constructivism: Learning as improving individual knowledge and cognitive abilities Many cognitive theories of learning can
also be classified as Psychological Constructivist theories
Radical Constructivism: There is no truth in the world, only individual’s perceptions of the world
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Schema: Mental representation of the world
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Equilibrium Balance between
world and mind Occurs when
schema works to explain world
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Disequilibrium Disconnect
between world and mind
Occurs when schema cannot explain the world
Uncomfortable
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Assimilation: Fit new information (world) into existing schema (mind)
Interpret world in terms of mind
Accommodation: Change schema (mind) to explain new situation (world)
Mind is changed because of the worldDr. K. A. Korb
University of Jos
ConstructivismConstructivism
Schema World Type
Addition Subtraction is the opposite of addition Assimilation
Flat Earth Round Earth Accommodation
Four legs = dog
Animal has four legs. Calls a goat a dog Assimilation
Adding factions: Add top keep bottom same
Adjust denominator Accommodation
Dr. K. A. KorbUniversity of Jos
Types of ConstructivismTypes of Constructivism
Social Constructivism: Learning as increasing the ability to participate with others in activities meaningful within the culture Culture influences thinking when a more
skilled person uses tools and practices from the culture to instruct another toward valued cultural goals
Thinking influences culture when members generate new practices and solutions to add to the cultural group’s repertoire
Dr. K. A. KorbUniversity of Jos
Learning in ContextLearning in Context
Education should focus on teaching knowledge that will be useful for life-long learning
Learning Goals Ability to solve problems Critical thinking skills Personal inquiry skills
Ability to identify and pursue own learning goals
Dr. K. A. KorbUniversity of Jos
A general wishes to capture a fortress located in the center of a country. There are many reads radiating outward from the fortress. All have been mined so that while small groups of men can pass over the roads safely, a large force will detonate the mines. A full-scale direct attack is therefore impossible. The general's solution is to divide his army into small groups, send each group to the head of a different road, and have the groups converge simultaneously on the fortress.
Dr. K. A. KorbUniversity of Jos
The next passage is conceptually similar to the previous passage. Use the solution from the previous slide to solve the next problem.
Dr. K. A. KorbUniversity of Jos
You are a doctor faced with a patient who has a malignant tumor in his stomach. It is impossible to operate on the patient, but unless the tumor is destroyed the patient will die. There is a kind of ray that may be used to destroy the tumor. If the rays reach the tumor all at once and with sufficiently high intensity, the tumor will be destroyed, but surrounding tissue may be damaged as well. At lower intensities the rays are harmless to healthy tissue, but they will not affect the tumor either. What type of procedure might be used to destroy the tumor with the rays, and at the same time avoid destroying the healthy tissue?
Dr. K. A. KorbUniversity of Jos
TransferTransfer
Transfer: Effect of previous learning on new learning.
Factors that affect transfer: Similarity of learning situations Depth of original understanding Quality of learning experiences Context for learning Variety of experiences Emphasis on metacognition
Dr. K. A. KorbUniversity of Jos
Situated LearningSituated Learning
Situated Learning: Skills and knowledge are tied to the situation where they were learned Knowledge learned outside of a
meaningful context is useless Focus on apprenticeships
Expert guides novice beginning with simple and increasing to complex
Dr. K. A. KorbUniversity of Jos
Conditions of LearningConditions of Learning
Learning occurs in complex, realistic, and relevant environments
Social interaction is an important aspect of learning
Teach with multiple modes of representation
Foster ownership in learning Teach metacognitive skills
Dr. K. A. KorbUniversity of Jos
Constructivist TeachingConstructivist Teaching
Goal of Teaching: Identify the skills or information that
the learner needs to know prior to problem solving
Learners more motivated to learn when faced with problem solving situation that requires a bit of new information
Prerequisite skills are focused on in the context of higher-order goals
Dr. K. A. KorbUniversity of Jos
Problem-Based LearningProblem-Based Learning
Real World Problem Collaborate to find solution
Teacher’s Role Provide topic, Gather background
information, Create ways to incorporate a variety of subjects, Delegate tasks to students, Facilitate the project
Dr. K. A. KorbUniversity of Jos
Instructional Instructional ConversationsConversations
Conversations with probing questions to facilitate deep learning
Teachers scaffold (Vygotsky)
Teacher’s Role Facilitate the discussion, Use good
questioning techniques, Be open to student input
Dr. K. A. KorbUniversity of Jos
Cognitive Cognitive ApprenticeshipsApprenticeships
Students work with an expert Real-life situation
Expert’s Role Model, Guide, Scaffold
Dr. K. A. KorbUniversity of Jos
Inquiry Learning ProcessInquiry Learning Process
Test
Evaluate
Hypothesize
Report
Dr. K. A. KorbUniversity of Jos
Inquiry LearningInquiry Learning Scientific Procedure
Hypothesis Test Hypothesis Draw Conclusions Reflect
First-hand vs. Second-hand Investigations Teacher’s Role
Identify topic of study, Pose deep questions, Provide appropriate materials, Guide, Let students ask questions and discover the answer
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Common elements of all constructivist teaching strategies Students actively participate Teacher is a facilitator Requires deep thinking from students Real-world applications Social orientation
Dr. K. A. KorbUniversity of Jos
Applying Constructivism to Applying Constructivism to InstructionInstruction
Elicit students’ ideas and experiences, then create learning situations to restructure current knowledge
Provide opportunities to engage in complex, meaningful, problem-based activities
Provide opportunities for students to apply the knowledge in many meaningful contexts
Teach self-regulation strategiesDr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Strengths: Learning is interesting Learning is relevant Students are active in classroom Deep learning Creativity from the students Motivated to learn
Dr. K. A. KorbUniversity of Jos
ConstructivismConstructivism
Weaknesses Hard to plan for Students may ask questions you don’t
know the answer to Difficult for low students Takes lots of classroom time Not cover as much material
Dr. K. A. KorbUniversity of Jos
Research-Supported Research-Supported ConclusionsConclusions
Active learners are most successful Learning from examples and doing
fosters deep understanding Meaningful learning is most effective
as compared to rote learning The social structure of the learning
environment is critical to successful learning
Dr. K. A. KorbUniversity of Jos
Constructivist Theories Constructivist Theories OverviewOverview
Results: Meaning of the environment Means: Attempt to develop a theory of
the world Inputs: New information from the
environment
Dr. K. A. KorbUniversity of Jos
Constructivist Theories Constructivist Theories OverviewOverview
Learning Outcomes: Reasoning, Critical Thinking
Role of the Learner: Make meaning of the world Role of the Instructor: Provide complex and
realistic learning environments that challenge learners to solve problems
Inputs for Learning: Self-regulation learning skills, Motivation to make sense of the environment
Process of Learning: Assimilation and Accommodation Weakness of constructivism
Dr. K. A. KorbUniversity of Jos
RevisionRevision
What are the assumptions of a constructivist view of learning?
What are the two types of constructivism?
What is the difference between assimilation and accommodation?
What are a few constructivist teaching strategies?
Dr. K. A. KorbUniversity of Jos