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Constructivism,[object Object],By Tani,[object Object]
What is Constructivism?,[object Object],Based on a type of learning in which the learner forms, or constructs, much of what he comprehends,[object Object],Constructivists agree that students learn by doing,[object Object],Learning is an active, constructive process, and the learner is an information constructor,[object Object],New information is linked to prior knowledge,[object Object]
Key People,[object Object],Jean Piaget,[object Object],Jerome Bruner,[object Object],Lev Vygotsky,[object Object],John Dewey,[object Object]
Key People,[object Object],Jean Piaget,[object Object],Psychologist who observed children for many years,[object Object],Believed children think very differently from adults,[object Object],4 cognitive stages:,[object Object],1. sensorimotor when learning takes place primarily through the child’s senses and motor actions (egocentric),[object Object],2. preoperational  children begin to use symbols and images (egocentric),[object Object],3. concrete operational  children begin to think logically,[object Object],4. formal operational  children transition from concrete thinking to more abstract,[object Object],While children learn, they create schema cognitive understanding or development at any given time,[object Object]
Key People,[object Object],Jerome Bruner,[object Object],Proposed that learning is an active process in which the learner constructs new ideas or concepts based on his current knowledge,[object Object],Believed learners are actively engaged in the learning process,[object Object],Discovery learning inquiry-based; takes place in problem solving situations where the learner draws on his own past experience and existing knowledge to discover facts and relationships and new truths to be learned,[object Object],Explore and manipulate objects,[object Object],Wrestle with questions and controversies,[object Object],Perform experiments,[object Object]
Key People,[object Object],Lev Vygotsky,[object Object],Educational psychologist interested in children’s cognitive development,[object Object],Developed social cognition theory social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior,[object Object],Zone of proximal development the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently,[object Object],Vygotsky encouraged collaborative learning,[object Object]
Key People,[object Object],John Dewey,[object Object],An educational psychologist, philosopher, and political activist,[object Object], The “Father of American Education”,[object Object],An advocate for child-centered instruction and educational reform,[object Object],Viewed school as a community and an extension of society,[object Object],Began the Laboratory School in 1896 (also known as the Dewey School),[object Object],Progressive education educating the whole child – physically, mentally, and socially,[object Object]
Classroom Implications: Teacher.What does the teacher do under this theory?,[object Object],Constructivism is student-centered. So the teacher plays the role of facilitator, encouraging and engaging students.,[object Object],With technology,[object Object],Because constructivism is student-centered, teachers can create technology-based activities such as using Web Quests, scavenger hunts, curriculum pages, and computer game activities,[object Object],Without technology,[object Object],The teacher can create experiments, arts-and-crafts projects, and worksheets that allow students to be actively engaged. Technology isn’t a necessity in activities such as these.,[object Object]
Classroom Implications: Student.What does the student do under this theory?,[object Object],Students serve as “constructors” and active learners.,[object Object],With technology,[object Object],Students could engage in activities such as instructional computer games or perform a search on the Internet.,[object Object],Without technology,[object Object],Because technology is not a factor, students may be better off working together in collaborate groups to complete a task, such as a worksheet. This would keep them actively engaged.,[object Object],In reading lessons, students could create their own reading questions and try finding their own solutions,[object Object]
Constructivism:For my own teaching,[object Object],I believe that constructivism is a viable theory for my classroom. To integrate it into my teaching:,[object Object],I would create collaborate group-based activities,[object Object],Technology would be important in keeping my students engaged, interested, and involved,[object Object],Many lessons and activities would be hands-on learning experiences,[object Object],Worksheets would require critical-thinking and analysis skills,[object Object],Students would construct their own questions and try to find the answers on their own,[object Object]
Credits,[object Object],Textbook: Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom 5th ed.,[object Object],http://www.learning-theories.com/,[object Object],First image:  http://www.GraphicsHunt.com,[object Object],Second image:  PowerPoint Clip Gallery,[object Object],Third image:  http://www.piaget.org/aboutPiaget.html,[object Object],Fourth image:  http://bruner.socialpsychology.org/countProfile.php?username=bruner,[object Object],Fifth image:  http://faculty.weber.edu/pstewart/6030/6030.html,[object Object],Sixth image:  http://www.cals.ncsu.edu/agexed/aee501/dewey.html,[object Object]

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Constructivism by Tani

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