Learning from a constructivist viewpoint LGB 513 Pedagogy

Learning from a constructivist viewpoint. LGB 513 Pedagogy in Physical Education and Sport. Image by LWA/Dann Tardif

Learning Objectives To be able to explain the terms behaviourism and constructivism To be able to provide practical examples of the use of constructivism within PE teaching and sports coaching. Learning Objectives To be able to explain different types of constructivism. To be able to consider the impact of different learning theories on teaching.

A quick starter………. Cut out the shapes within the attached file and then try to use these to construct a square. You must use all of the pieces……. Image by TEK Image

Assumptions about Learning: Teaching practice in schools typically reflects western cultural ideology (Light, 2008). Assumed that knowledge is something that definitively exists and be acquired and internalised. For example, in teaching, the acquisition of motor skill in order to perform in a game of rugby at some later date. More aligned with “behaviourist” position suggesting clear dualisms separation of mind and body, knower and known, self from other. Here thought processes of learning are seen as being inaccessible and therefore of little consequence. Decision making is thus not a priority.

Constructivism: Constructivism by contrast takes a holistic view of learning, here cognition is embodied (Light, 2008) , I. e. , learning is inextricably linked to experiences of the whole body. From a constructivist perspective learning arises from the engagement of the person in the world though processes of perception (cognitive action), motor action (Physical) and other sensory information. The idea that we need to “do” in order to understand. Light and Fawns (2001) argues that in terms of cognition during games that the body itself “thinks”. TGFU, for example is seen as being grounded within a constructivist philosophy as it provides the opportunity to create on-going dialogue both within oneself but also between students to enhance the learning experience of pupils. Image by Cristina Pedrazzini

Types of constructivism: • Cognitive constructivism-here the learner constructs knowledge from past experiences and the current experience, (heavily influenced by the work of Piaget. Here knowledge is actively interpreted (Light, 2008). • Social constructivism- Emphasizes the social nature of learning and that those understandings that emerge from interaction promote learning that is greater than those possible alone. Heavily influenced by the work of Vygotsky.

Piagets’ cognitive constructivism (adapted from Gross, 1996). Assimilation(Fitting the world into existing knowledge) Equilibrium New experiences that does not fit with existing knowledge Disequilibrium Development of “knowledge” Accommodation

The influence of Piaget on teaching……. The teacher must make tasks relevant to the existing knowledge of pupils. The teacher must provide learning opportunities which enable the child to make progression. i. e. the teacher must present a problem that creates disequilibrium. Thus the teacher must seek to achieve balance between actively guiding pupils and providing opportunities for pupils to explore possible answers by themselves (Thomas, 1995). The teacher must act as guide in the pupils discovery making tasks that are relevant to pupils current level of knowledge. The curriculum must be adapted to meet each pupils individual needs based on their current knowledge and past experiences (Smith and Cowie, 1991). Image by Clare Marsh

Social Constructivism…. . Vygotskys’ influence… • Vygotsky stressed the social nature of learning and that knowledge and behaviours are given meaning by their context. • Meadows (1995) suggested that “cognitive expertise” is culturally determined. Image by Dave King

For you to think about……… What implications would knowledge of this learning theory have for the way in which you; a) Structured tasks within your PE lessons or coaching sessions? b) Provide feedback and guidance to your pupils/athletes? This will form the basis for your next seminar…. .

Any questions ? . . . Post these on the forum for this module…. .

References and directed reading. References Gross, R (1996). Psychology the science of mind and behaviour 3 rd Edition. Bath: Hodder and Stoughton. Light, R (2008). Complex learning theory-Its Epistemology and its assumptions about learning: Implications for Physical Education. Journal of Teaching in Physical Education. (27) p. 21 -37. Directed Reading: Light, R (2008). Complex learning theory-Its Epistemology and its assumptions about learning: Implications for Physical. Education. Journal of Teaching in Physical Education. (27) p. 21 -37. Image by See-ming Lee