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Copy of EDL520 Team A Constructivist

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Royden Jones

on 3 June 2013

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Transcript of Copy of EDL520 Team A Constructivist

Team A
Cheryl Alonzo,Surria James,
Royden Jones, and Ana Luna EDL 520 - Constructivist Theory Introduction Constructivism is a based on the theory of knowledge which postulates the need to provide the student with tools to create their own procedures to resolve a situation, which means that their ideas are modified and keep learning. Rational In this workshop, teachers will learn about the framework of constructivism, how constructivist and traditional methods differ, and the application of constructivism in the classroom. What is constructivism? How does constructivism compare to traditional teaching methods? What are the benefits of constructivism? In the constructivist theory, learning is more student-centered. Students are active rather than passive learners. This makes students more motivated to learn because they play an active role in their learning by questioning and building on the knowledge they have. As facilitator, the teacher coaches, mediates, prompts, and helps students to develop and assess their understanding and learning. Constructivism focuses more on developing thinking skills and comprehension, rather than rote memorization. In addition, students develop social and communication skills by collaborating with others. What does constructivism look like in action? In a constructivist classroom, students question their own knowledge and the new knowledge gained to seek meaning to make sense of their world. This includes categorizing, recalling information, comprehending, and problem solving. The classroom is more student-centered with students questioning themselves and their strategies to become expert learners. These strategies include tasks that allow students to formulate and test ideas, by using inquiry learning and inductive reasoning. Students look for ideas, relationships, or patterns to find meaning to develop higher- order thinking skills. Learning involves using experiments, authentic tasks using language, real world problem-solving, social interactions, and collaboration with the teacher and peers to help them share and build knowledge. There is multiple representation of content in which different approaches are used. Constructivist Classroom Conclusion Constructivist theory prepare students to become globally competitive.
This learning strategy develops their critical thinking skills, social skills, communication skills, and most importantly allow students to take charge of their learning experience.
Teachers role are more to facilitate rather than to dictate.
The overall classroom atmosphere feels motivated and engaged through student based learning. Educational constructivism proposes a paradigm in which the teaching process is perceived and performed as a dynamic, participative and interactive the subject, so that knowledge is a real building operated by the learner. Constructivism in education is used as a didactic concept in action-oriented teaching. Teachers will learn of examples of constructivism. Teachers will analyze their methods being used in their classroom while exploring new techniques. Examining the constructivist method will assist teachers to help students gain better understanding of how to build on prior knowledge to construct new knowledge through inquiry-based learning and reflection. Constructivist theory views the students’ minds as blank slates. Knowledge is inborn and develops over time with new experiences and exposure to the world. According to Hoy & Hoy (2009), the constructivist view of learning focuses on learning in terms of individual and social construction of knowledge. Students use their present or prior knowledge and the information they have to construct meaning to know how to act. With time, students use their prior knowledge from past experiences to build more complete and accurate understanding. Teachers need to find out what students know, while providing relevant and meaningful activities so students can build increasingly greater understanding. As facilitators, teachers must guide students’ learning by using inquiry-based methods to find out what students know. This will determine students’ weaknesses to better plan for their needs. Views minds as blank slates
Knowledge is inborn and develop through experience
Learners use prior knowledge to construct meaning of new knowledge
Teachers use inquiry based learning to guide students learning The environment is more challenging because teachers use more non-traditional teaching methods to provide opportunities for students to use present knowledge and the information they have, to address a new problem.
In the traditional classroom, the curriculum starts off with parts, and uses mostly textbooks and workbooks. There is a lot of memorization and repetition, with the teacher giving information to students who receive that knowledge. The teacher has an authoritative role. Students work individually, and testing is in the form of formal assessments.
Constructivism, on the other hand, focuses on big concepts. Students ask many questions to gain a better understanding. Teachers accommodate this inquiry-based learning so students can gain a better understanding of new concepts. Rather than textbooks and workbooks, teachers use mostly manipulative materials. In the constructivist classroom, teachers interact with students using dialogue to help them gain more understanding. In addition to tests, assessment also includes informal assessments such as students’ projects, and points of view. Observation is an important part of assessment because the process is just as important as the product. Students work mostly in groups to share knowledge as they learn. Constructivism Method
Inquiry Based Learning
Student Centered
Manipulated Resources
Informal Assessments
Group Work Traditional Method
Teacher Based Learning
Less Engaged Students
Textbook and Workbook focus
Formal Assessments
Individual Work Student-Centered
Active Learners
Increased Motivation
Teachers coach, mentors, facilitates rather than dictates
Develops critical thinking, skills & comprehension
Social and communications skills are developed through collaboration Students question their knowledge to make sense of real-world issues
Activities such as categorizing, recalling information, comprehending, and problem-solving are demonstrated
Patterns, relationships, and ideas are used to develop high-order thinking
Experiments, authentic task using language, social interactions, and collaboration are used to build knowledge References Bedley, Tim. (2008, October 5th). Constructivist Social Studies Lesson Grades 4/5 [Video file]. Retrieved from http://www.youtube.com/ watch?v=p6pFMPSWBds

Educational Broadcasting Corporation. (2004). Concept to classroom: Constructivism as a paradigm for teaching and learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Hoy, A. W., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd ed.). Boston, MA: Pearson Education. Lesson Plan Using Constructivist Approach Prior to developing lesson plans, the teacher should provide opportunities for open-ended discovery:

Determine the main topic and students’ prior knowledge of the topic. Is the topic relevant and meaningful to students? Can students relate and make connections to the topic? Plan strategies to help students learn:

Create learning centers to meet the needs of diverse learners and multiple intelligences. Organize centers to provide materials that are relevant to the topic. Determine the types of materials to be used. Find stories and experiences to relate to students. Plan cooperative learning/collaboration opportunities, and include dialogue to assess students’ present level of understanding Introduce the topic:

Introduce the topic/concept by answering students’ questions. Help students to investigate by asking questions, or by using a game, to come up with a hypothesis. Determine the amount of time needed to explore the topic. Help students to limit the size of their investigations in accordance with the time allotted. Presenting the lesson:

Are additional skills needed for students’ readiness? Provide slide shows, videos, or films if necessary to help students gain understanding. As students try to solve problems, help them to analyze and plan appropriate ways to construct knowledge, while demonstrating their solutions. Include writing opportunities for students to construct knowledge: journals, interviews, letter-writing, song lyrics, and screen plays. Construct additional knowledge by inventing/drawing/designing: charts, maps, graphs, posters, board games, multimedia presentations, or a timeline. Students can construct additional knowledge by performing and presenting what was learned: role-playing, creating a dance, performing in a play or concert. Consider field trips to extend learning Assessment:

Assess how much was learned rather than how well or poorly a student performed. Use authentic assessment for students to apply concepts to real-life situations. For example, instead of giving students a written test in science class, ask students to investigate the levels of water pollution in their neighborhoods. This type of assessment gives a better indication of what students have learned, and how to apply that knowledge. Reflection:

Provide time for reflection. Help students to avoid general statements such as “this was fun.” Demonstrate how to give more detailed reflections that will show higher-order thinking skills. Students may reflect by making videos, writing journals, making videos, or creating knowledge maps.
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