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Page 1: Constructivist pedagogy

Dr B C MondalS T T College

PuruliaWB

Page 2: Constructivist pedagogy

Pedagogy, the science of teaching and learning, is based on the theories of learning. The salient features of 20th century pedagogyWell structured education system instructional objectivesteacher-centered teachingdrill and practiceReinforcementmemorization

216th Refresher Course

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In the late 1970s and 1980s many educationist began to criticize the teaching –learning practice based on behaviorist school. Through this teaching the students failed to Develop ability to work collaborativelyConstruct knowledge independently and collaborativelyDevelop divergent thinking for discovering new things

316th Refresher Course

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Mechanical teaching-learning strategies

Stereotype learningFocus on memorizationTeacher dominated methodology

416th Refresher Course

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Constructivism is basically a theory - based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, may be changing what we believe, or may be discarding the new information as irrelevant.

516th Refresher Course

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“… An approach to learning in which learners are provided the opportunity to construct their own sense of what is being learned by building internal connection or relationship among the ideas and facts being taught.”

Borich and Tombari (1997)

616th Refresher Course

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“ Human are not passive information receiver. Human are active information receiver, they build network of information with their previous information and they assimilate or accommodate new knowledge with the old information in order to build their own understanding of the new information.”

(Cheek,1992)

716th Refresher Course

Page 8: Constructivist pedagogy

Knowledge Construction Assimilation of Ideas Ill-Structured Curriculum Discovery and Invention of Knowledge Subjective Evaluation Learner-centered Education Collaborative Learning Critical and Reflective Thinking Development of Creativity

816th Refresher Course

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Ernest, Brooks and Brooks (1999) offer five guiding principles of constructivism that can be applied to the classroom. The first principle is posing problems of emerging relevance to students. A focus on students' interests and using their previous knowledge as a departure point helps students engage and become motivated to learn. The relevant questions posed to the students will force them to ponder and question their thoughts and conceptions.

916th Refresher Course

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Another guiding principle is structuring learning around primary concepts. This refers to building lessons around main ideas or concepts, instead of exposing students to segmented and disjoint topics that may or may not relate to each other. "The use of broad concepts invites each student to participate irrespective of individual styles, temperaments, and dispositions"

1016th Refresher Course

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The third principle is seeking and valuing students' points of view. This principle allows for access to students' reasoning and thinking processes, which in turn allows teachers to further challenge students in order to make learning meaningful.

1116th Refresher Course

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Adapting curriculum to address students' suppositions is the fourth principle. "The adaptation of curricular tasks to address student suppositions is a function of the cognitive demands implicit in specific tasks (the curriculum) and the nature of the questions posed by the students engaged in these tasks (the suppositions)".

1216th Refresher Course

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The final principle is assessing student learning in the context of teaching. Authentic assessment is best achieved through teaching; interactions between both teacher and student, and student and student; and observing students in meaningful tasks.

1316th Refresher Course

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Bruner’s Constructivist Instructional Strategy:

Invitation, Exploration, Explanation, Taking action

Inquiry Oriented Constructivist Model: Introduction phase, Puzzling situation, Data gathering/Experimentation by students, Hypothesizing and explaining, Analyzing the inquiry process

The 5 E’s Model : Engage, Explore, Explain, Elaborate, Evaluate

1416th Refresher Course

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Classroom.doc Discovery Learning- Math Consensus with 3rd Graders - YouTube.flv

Teacher.docAdvantages.doccritical aspect.doc

1516th Refresher Course

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There have been ongoing calls for constructivist teaching based on the constructivist views of learning during the past decade. The reason of such advocacy is as a result of the search for better ways of teaching and learning because both researchers and teachers have noted persistent shortfalls in learners' understanding and of passive approaches to learning across all ages and grades. There are philosophical and psychological arguments to support constructivist educational practices. Philosophically, the individual has to construct or reconstruct what things mean because the stimuli we encounter are never logically sufficient to convey the message. Psychologically, research shows that active engagement in learning may lead to better retention, understanding and active use of knowledge.

1616th Refresher Course

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1716th Refresher Course