Constructivisman Educational Theory Constructivism What is it What

Constructivism…an Educational Theory

Constructivism • What is it? • What does it have to tell us? • How can we apply it to our work?

During the 1930’s and 40’s, Constructivism was the leading view of Public school educators in the U. S. • Nothing terribly new about it! • Many basic beliefs stated by Dewey among others • Comprised primarily of the research by: Jean Piaget Lev Vigotsky Jerome Bruner But first…. . .

Constructivism. . What is it? • An educational theory that places emphasis on the learner • Teacher’s role: Act as a facilitator • Based on the idea that All knowledge is CONSTRUCTED based on previous experiences

But what does this mean? • In order to understand something, we MUST be able to relate it to something else • If at all possible, APPLY this knowledge during the lesson to foster concrete connections • Differs from traditional view; the mind is a blank tablet

Instead, Constructivism views knowledge as “assimilated” into existing schema • Idea largely based on Swiss Biologist Jean Piaget’s research on child development & learning • Piaget’s theory states that children learn by creating “mental maps” or schemes • These maps or schemes are added to and adapted as needed to help them understand their environment • Structure becomes more complex as child develops

4 Developmental stages according to Piaget • 1. Sensory motor stage (birth-2 yrs) -through physical interaction with environment, child develops set of concepts about reality & how it works -stage where child is unaware that if an object is not seen it still exists (object permanence)

2. Preoperational stage (2 -7) • Child needs concrete physical situations and is unable to conceptualize in the abstract -needs to see, hear, feel in order to understand something

3. Concrete operations (7 -11) • Child begins to conceptualize based on physical experiences -creates logical structures to explain his/her environment -abstract problem solving possible Example: math with #’s, not objects

4. Formal operations (12+) • Cognitive structures are like an adult and include conceptual reasoning -Piaget classified as a “cognitive constructivist” focusing on processes of the mind and its effects on learning

Lev Vigotsky • Russian psychologist & philosopher in 1930’s usually associated with Social Constructivism • Social Constructivism emphasized the effects of one’s environment (family, friends, culture & background) have on learning • Today, Co-Constructivism Seems to prevail, incorporating Cognitive and Social aspects

Modern Constructivism!!! • Jerome Bruner most recent contributor • 1966 -1990 Has incorporated social and cognitive aspects • These ideas originated from a conference for math and science learning Jerome Bruner

3 Principles of Constructivism: • Instruction must be concerned with experiences and contexts that make students willing & able to learn (readiness) • Must be structured so it is easily grasped (spiral organization) • Should be designed to facilitate extrapolation or “fill in the gaps” (going beyond information given)

During the math and science conference, a modified lesson plan was developed with Bruner’s assistance The five E’s: • Engage- do this! Engage the students and get them interested in learning Ex: ask a question, define a problem, surprise them, use problematic situations TWO VOLUNTEERS PLEASE!

Explore • Get the students directly involved in the material • Have them work in teams • Act as a facilitator • Use their inquiry to drive the process

Explain • Explanations come from: -Students working together -Teacher introducing concepts and vocabulary for experiences Example: magnets-attracting force • This is also the time for the teacher to determine levels of understanding and clarify misconceptions • Drawing, writing and video are great tools to help the teacher assess development and growth

Elaborate • Students expand on concepts learned • Make connections • Apply understandings to own environment & world around them • These connections lead to further inquiry & new understandings

Evaluate • On-going diagnostic process • Can occur at all points of the instructional process -Examples: rubrics, teacher observation, student interviews, portfolios, project & problem based learning products, etc. • Used to guide teacher in further planning of lessons • May also be utilized by the students; Ex: Feedback Fridays

To summarize: • • • Learning is active Engage the students on their own cognitive level Make it interesting! Work in groups Act as a facilitator, not a record player Make learning cyclical. They should have more questions when the lesson is over!

Bibliography!!!!! • http: //www. miamisci. org/ph/lpintro 5 e. html • http: //www. funderstanding. com/piaget. cfm • http: //web. psych. ualberta. ca/~mike/Pearl_Street/Dictio nary/contents/P/piaget’s_stages. html • http: //pdts. uh. edu/~srmehall/theory/social. html • http: //www. artsined. com/teachingarts/Pedag/Construct ivist. html