CHAPTER 10 Social Constructivist Approaches 2009 Mc GrawHill

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CHAPTER 10 Social Constructivist Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

CHAPTER 10 Social Constructivist Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Learning Goals 1. Compare the social constructivist approach to other constructivist approaches. 2. Explain

Learning Goals 1. Compare the social constructivist approach to other constructivist approaches. 2. Explain how teachers and peers can jointly contribute to children’s learning. 3. Make effective decisions in structuring small-group work. 4. Describe two social constructivist programs. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Social Constructivist Approaches to Teaching Social Constructivism in the Broader Constructivist Context Situated Cognition

Social Constructivist Approaches to Teaching Social Constructivism in the Broader Constructivist Context Situated Cognition © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Constructivist vs. Social Constructivist Approaches to Teaching Constructivism emphasizes how individuals actively construct knowledge

Constructivist vs. Social Constructivist Approaches to Teaching Constructivism emphasizes how individuals actively construct knowledge and understanding. Social constructivist approaches emphasize the social contexts of learning, and that knowledge is mutually built and constructed. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Situated Cognition …refers to the idea that thinking is “situated” in social and physical

Situated Cognition …refers to the idea that thinking is “situated” in social and physical contexts, not within an individual’s mind. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Social Constructivist Approaches Teachers and Peers as Joint Contributors to Students’ Learning Cooperative Learning

Social Constructivist Approaches Teachers and Peers as Joint Contributors to Students’ Learning Cooperative Learning Scaffolding Cognitive Apprenticeship Tutoring © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Teachers and Peers as Joint Contributors to Students’ Learning Cognitive Apprenticeship: An expert stretches

Teachers and Peers as Joint Contributors to Students’ Learning Cognitive Apprenticeship: An expert stretches and supports the novice’s understanding and use of cultural skills. Scaffolding: Changing the level of support over the course of a teaching session. Tutoring: Includes peers, classroom aides, volunteers, and mentors. Cooperative Learning: Students work in small groups to help each other. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Strategies for Using Peer Tutoring n n Use cross-age rather than same-age tutoring when

Strategies for Using Peer Tutoring n n Use cross-age rather than same-age tutoring when possible Let students participate as tutor and tutee roles Don’t let tutors give tutees tests Don’t overuse peer tutoring © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Enter the Debate Should teachers use high-ability students to tutor their struggling students? YES

Enter the Debate Should teachers use high-ability students to tutor their struggling students? YES NO © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Research (Slavin, 1995) Cooperative learning can improve student achievement when: ¡ ¡

Cooperative Learning Research (Slavin, 1995) Cooperative learning can improve student achievement when: ¡ ¡ Group rewards are generated, and Individuals are held accountable. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Cooperative Learning Approaches © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Creating a Cooperative Community n n n Class cooperation Interclass cooperation School-wide cooperation School-parent

Creating a Cooperative Community n n n Class cooperation Interclass cooperation School-wide cooperation School-parent cooperation School-neighborhood cooperation © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Social Constructivist Approaches Structuring Small. Group Work Structuring Small. Group Interaction Composing the Group

Social Constructivist Approaches Structuring Small. Group Work Structuring Small. Group Interaction Composing the Group Team-Building Skills © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Structuring Small-Group Work n n n Composing the Group: Heterogeneous groups work. Caution should

Structuring Small-Group Work n n n Composing the Group: Heterogeneous groups work. Caution should be used so that average-ability students don’t get lost as highand low-ability students form relationships like those between student and teacher. Team-Building Skills: Help students become better listeners. Give students practice contributing to a team product. Discuss the value of team leaders. Structuring Group Interaction: Assigning students to specific roles within the group gives all members a sense of importance. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Social Constructivist Programs Fostering a Community of Learners Schools for Thought © 2009 Mc.

Social Constructivist Programs Fostering a Community of Learners Schools for Thought © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Fostering a Community of Learners (Browne, 1997; Campione, 2001) Focus: Literacy Development and Biology

Fostering a Community of Learners (Browne, 1997; Campione, 2001) Focus: Literacy Development and Biology Program Emphasis 1. Uses adults as role models 2. Children teaching children 3. Online computer consultation This approach fosters a culture of learning, caring, sharing, and the production of work that is shared with others. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Schools for Thought (Lamon et al. , 1996) Curriculum: In-depth, cross-disciplinary inquiry into real-world

Schools for Thought (Lamon et al. , 1996) Curriculum: In-depth, cross-disciplinary inquiry into real-world problems. Instruction: Collaborative, self-directed, exploratory learning. Community: Learning and problem-solving for the betterment of communities. Technology: Communicate electronically with a community of learner’s beyond the classroom. Assessment: Authentic performances, assessment aligned with learning and instruction, selfassessment. © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Crack the Case The Social Constructivist Classroom 1. 2. 3. 4. What are the

Crack the Case The Social Constructivist Classroom 1. 2. 3. 4. What are the issues in this case? What do you think Mariana did incorrectly? What should she do now to recover her constructivist classroom? How can she elicit the cooperation of the parents? © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Reflection & Observation Reflection: n Think about your educational experiences with group work. What

Reflection & Observation Reflection: n Think about your educational experiences with group work. What worked well? What did not work well? Why or why not? © 2009 Mc. Graw-Hill Higher Education. All rights reserved.

Constructivist approach CSCTR Session 11 Dana Retov ConstructivistConstructivist approach CSCTR Session 11 Dana Retov Constructivist
Constructivist Learning Theory And Instruction Constructivist Learning TheoryConstructivist Learning Theory And Instruction Constructivist Learning Theory
Constructivist approach CSCTR Session 11 Dana Retov ConstructivistConstructivist approach CSCTR Session 11 Dana Retov Constructivist
CHAPTER 10 Social Constructivist Approaches Learning goals CompareCHAPTER 10 Social Constructivist Approaches Learning goals Compare
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Areas Separate Approaches Parallel Approaches Joint Approaches IntegratedAreas Separate Approaches Parallel Approaches Joint Approaches Integrated
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Cognitivedevelopmental Social constructivist Y Letson 2007 Miell etCognitivedevelopmental Social constructivist Y Letson 2007 Miell et
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IR Social Constructivist theories Ideas and intersubjectivity WhatIR Social Constructivist theories Ideas and intersubjectivity What
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Constructivist Approach Sociocultural Approach Learning occurs through socialConstructivist Approach Sociocultural Approach Learning occurs through social