Constructivism Building Knowledge Through Experience Tarali Spong Michelle

Constructivism: Building Knowledge Through Experience Tarali Spong Michelle Penrod Nicole Sirbu

Summary of the Theory • Learning is a search for meaning • Meaning requires understanding wholes as well as parts • The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning.

Summary of the Theory • Learners construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences • Active creators of our own knowledge (adding to or modifying existing schema) • Constructivist Buzzwords: – cooperative learning settings – student-centered classrooms – problem solving – inquiry-based

Reflecting on our experiences, we construct our own understanding of the world we live in.

The History of Constructivism

The Main Men • Socrates 469 -399 BC: asked directed questions that led students to realize for themselves the weaknesses in their thinking, encouraged dialogue • Jean Piaget 1896 -1980: knowledge is build on experiences that creates schemas, ages and stages of development (Cognitive Constructivism) • Lev Vygotsky 1896 -1934: knowledge comes from cultural and social influences and experiences with peers, teachers, parents, etc. (Social Constructivism) • Jerome Bruner 1915 -present: learning is an active process, new ideas based on current or previous knowledge

Other Noteworthy Theorists • • • David Ausubel Seymour Papert John D. Bransford Ernst von Glasersfeld Eleanor Duckworth George Forman Roger Schank Jacqueline Grennon Brooks Martin G. Brooks

How Constructivism Impacts Learning • Curriculum— – calls for the elimination of a standardized curriculum – promotes using curricula customized to the students' prior knowledge – emphasizes hands-on problem solving

How Constructivism Impacts Learning cont. • Instruction— – focus on making connections between facts and fostering new understanding in students – tailor teaching strategies to student responses and encourage students to analyze, interpret, and predict information – rely heavily on open-ended questions and promote extensive dialogue among students

How Constructivism Impacts Learning cont. • Assessment— – calls for the elimination of grades and standardized testing – becomes part of the learning process so that students play a larger role in judging their own progress (selfassessment)

Comparison to Traditional Classroom Learning There are significant differences in basic assumptions about knowledge, students, and learning that exist between traditional and constructivist-based classrooms. http: //www. thirteen. org/edonline/concept 2 class/month 2/ind ex_sub 1. html

A Classroom Comparison BEHAVIORIST CONSTRUCTIVIST Basic skills Big concepts Fixed curriculum Student driven curriculum Textbooks, workbooks Manipulatives, etc. Repetition Interactive, build on schema Teacher directed Student directed Knowledge is inert Knowledge is dynamic Individual work Cooperative learning Traditional testing Authentic, ongoing assessment

The Downfalls of Constructivism • Time Consuming for teacher and learner • Higher demands on learners • Difficult to create detailed lesson plan because so much variation is possible • Not the only orientation to learning you will ever need

Investigations Math The goal of the Investigations program is to have children thrive in their exploration of math and enjoy mathematics in the process.

Montessori Schools It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.

Webliography • http: //www. funderstanding. com/constructivism. cfm • http: //www. nwlink. com/~donclark/hrd/history/construc tivism. html • http: //www. thirteen. org/edonline/concept 2 class/month 2/index_sub 1. html • http: //college. hmco. com/education/snowman/psych_a pp/10 e/instructors/course/ppt/2 • http: //carbon. cudenver. edu/~mryder/itc_data/construc tivism. html • http: //expert. cc. purdue. edu/~yangyc/index/theory/basi c/basic_constructivism. html • http: //web. cocc. edu/cbuell/theories/constructivism. ht m