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Constructivism. Presented to the Adult Education Staff Western Quebec Career Centre 02-10-11. Outcomes. Construct an understanding of the “constructivist approach” Create questions about “Constructivism” for further study Develop one “Constructivist” lesson plan.
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Constructivism Presented to the Adult Education Staff Western Quebec Career Centre 02-10-11 02-10-11
Outcomes • Construct an understanding of the “constructivist approach” • Create questions about “Constructivism” for further study • Develop one “Constructivist” lesson plan
Question? • What is the difference between the words: INSTRUCT CONSTRUCT
Activity • Think back to things you have learned recently ( things to know or things to do) • E.g. • Learning to cook and new recipe • Learning about a new computer programme • Any special interest hobbies • How did you learn them?
Activity • Inuit
Which container holds the most? • The purpose of the activity is to understand the concepts of cylinder, volume, and surface.
Summary • In your groups create a list of the main features of “constructivist learning.”
Four Principles of Learning Much learning occurs through social interaction New learning is shaped by the learner’s prior knowledge STUDENTS Learning is tied to particular situations Successful learning involves the use of numerous strategies
New learning is shaped by the learner’s prior knowledge. • The knowledge a learner already holds in permanent memory has the potential to facilitate learning. • The teacher should provide the learners with opportunities to access that prior knowledge so that it can be used to facilitate learning.
Much learning occurs through social interaction. • Learning is largely a social process. • Teachers who recognize the social process of learning treat their classes, not as a collection of individuals, but as a small community of learners whose members are learning together.
Learning is closely tied to particular situations. • Learning constructed in one situation is not easily adapted for use in another situation. • We create knowledge as we go, and it is crafted, adapted to the very situations we are in. • Teachers need to think through very carefully what the potential aspects of being competent outside of school are – then try to mimic those as closely as possible in school in forms that novice performers can manage.
Successful learning -numerous strategies. • A learning strategy is a plan of action without a guaranteed outcome. • Learning strategies can and should be explicitly taught. • Universal learning strategies, such as comparing and contrasting, elaborating etc., should be learned and used. • Learning strategies facilitate the learner’s ability to organize information which enables complex thinking.
Learning is a matter of the life of the mind. • It is important that people: - think about what they are learning - imagine what they are learning - make connections to what they already know - seek evidence to support what they know
Learning is a matter of the life of the mind. • Teachers who understand this can encourage the active processing of information. • Teachers can encourage students to work together cooperatively and collaboratively, thereby, helping each other to articulate their thoughts and ideas to one another and learn from one another.
The Retention Inversion 90% LECTURE 5% SPEECH 75% READING 10% READING 50% AUDIO-VISUAL 20% AUDIO-VISUAL 30% DEMONSTRATION 30% DEMONSTRATION 20% DISCUSSION GROUP 50% DISCUSSION GROUP 10% DOING 75% PRACTICE BY DOING TEACH 5% 90% TEACHING OTHERS COOPERATIVE LEARNING adapted from David and Roger Johnson
Teaching vs. Learning • Constructivism is an explanation of learning rather than a detailed approach to teaching.
“Paradigm Shift” "Seeing things in a new way"
Definition • “ Constructivism basically means that a learner actively builds, or constructs, his or her own knowledge – and continually rebuilds it to account for new information that doesn't fit the old knowledge”* David Dillon, McGill University, December 2000
Approaches to Consider • Project learning • Problem based learning • Inquiry method • Multiple Intelligences • “Mission Impossible” Possible
Coffee Activity • Without using percent, fractions, ratios, portions or math principles of any kind, construct an explanation of which of the two following “coffee” mixtures is more milky or are they equally milky? Be prepared to explain your solution: where c=coffee m=milk • cccc/mmm ccc/mm
“The Big Question” • E.g. • Why is life as it is in a pond? • What is the effect of light on the pond? • What nutrients control life in the pond? • What are the relationships among different kinds of life in the pond? • “Reconnecting the Sciences” Education Leadership Magazine. May 1996 Vol.53, NO. 8 pages 4-8
“The Big Question” • E.g. • Students were asked to design a Mars – like base for human habitation • How do we get to Mars? • What conditions exist on Mars? • Is colonization a right of our species? • How can a sustainable habitat be created?
Checklist for “Big Questions” • Does it go to the heart of the matter? • Can the question be addressed in many subjects? • Does it promote thoughtful habits of mind? • Is the question too broad or too narrow? • Does it generate “personalized” interest? • Does it lend itself to real world applications?* • Courtesy of Grant Wiggins, CLASS
Other Related Ideas to Compliment a Constructivist Classroom • Six Facets of Understanding • Understanding by Design • Habits of Mind • Uncoverage • Cooperative learning • Scoring Rubrics • Backward design
Ancient Chinese Proverb • I hear and I forget. • I see and I remember. • I do and I understand.
Stages of Learning Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence
William Arthur Ward TheMediocreteachertells; TheGoodteacherexplains; TheSuperiorteacherdemonstrates; The Exceptional teacher inspires.
