3. • Learning is an active process.
• Learners initiate experiences, search for
information to solve problems, and reorganize
what they already know to come up with new
insights.
• “Lighting the fire” is related to the cognitive
perspective and constructivism. It signifies that
teaching involves giving opportunities for learners
to explore and discover. Learners construct their
own meaning. Learners generate insights and are
“enlightened”
4. • CONSTRUCTIVIST
• Believes that knowledge cannot be passed on
from one person to another.
• Believes that knowledge is concentrated by
the learner itself.
• View learning as an active process that results
from self-constructed meanings.
5. • According to Audrey Gray, a constructivist
classroom should be characterized by the
following:
• the learners are actively involved
• the environment is democratic
• the activities are interactive and student-
centered
• the teacher facilitates a process of learning in
which students are encouraged to be responsible
and autonomous
8. • This is also called cognitive constructivism. It
emphasizes individual, internal construction
of knowledge. It is largely based on Piaget’s
theory.
10. • “knowledge exists in a social context and is
initially shared with others instead of being
represented solely in the mind of an
individual.” It is based on vygotsky’s theory.
11. CHARACTERISTICS OF
CONSTRUCTIVISM
• According to Eggen and Kauchak, there are
four characteristics of Constructivism.
• • Learners construct Understanding. They see
learners who interpret new information based
on what they already know.
• • New learning depends on current
understanding. Background Information is
very important.
12. • • Learning is facilitated by social interaction.
Learning communities help learners take
responsibility for their own leaning. Teachers
play as a facilitator rather than an expert one.
• • Meaningful learning occurs within authentic
learning tasks. Involves learning activity that
involves constructing knowledge and
understanding needed when applied in the
real world.
13. Instructional Characteristics
• 1. Teaching is not considered as merely transmitting
knowledge & Information but rather providing students
w/c they can construct their own meaning.
• 2. “The absorption/ assimilation of knowledge is
somewhat personal & therefore no 2 learners can build
up the same meaning out of 1 situation”
• 3. Teacher facilitates learning by providing
opportunities for a simulating dialogue so that
meanings could evolve & be constructed.
• 4. Instructional materials include learning activities
rather than fixed document.
14. 5 E’s PHASES OF LEARNING IN
CONSTRUCTIVIST APPROACH
19. EXPLORE
• provide students / a common base of experience
• Identify & develop concepts, processes 7 skills.
• • To satisfy curiosity
• • Use inquiry to explore and investigate
• • Do experiment
• • Encourage students to work together
• • Ask probing questions
20.
21. EXPLAIN
• Opportunities to verbalize students conceptual
understanding/ to demonstrate new
skills/behavior
• Also provides opportunities for teachers to
introduce formal terms, definitions, &
explanations for concepts, etc.
• • The concept and define the terms
• • Define and explain the concept
• • Question other’s explanation
• • Ask for justification (evidence) and clarification
22.
23. ELABORATE
• Extend students conceptual understanding &
allows them to practice skills & behaviors.
• • Extend the concept into other content areas
• • Make connections and see relationships of
the concept / topic in other content areas
• • Make connections of concept / topic to real
world situation.
24.
25. EVALUATE
• Encourage learners & assess their understanding &
abilities & lets teachers evaluate students
understanding of key concepts & skills development.
• • Examine the learner’s understanding
• • Demonstrate understanding or knowledge of the
concept or the skill
• • Assess student’s knowledge and skills
• • Ask open-ended questions:
• Why do you think…?
• What evidence do you have…?
• What do you know about…?
26.
27. DESIGN PRINCIPLES & EFFECTIVE USE
• I. Create real-world environments & encourage
students to take their own initiative in
understanding real-life learning activity.
• II. Respect and Accept students own ideas.
Instructional goals & objectives should be
negotiated & not imposed.
• III. Ask the students to recall past experiences,
analyze & see a connection w/ the new learning
event. Evaluation should serve as self- analysis
tool.
28. • IV. Learning should be internally controlled &
mediated by the learner.
• V. Text is supported w/ multiple photographic
visuals of classrooms demonstrating the
various processes described in the text.
• VI. Enable content & context dependent
knowledge construction.
• VII. Support collaborative construction of
knowledge through social negotiation.
