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Constructivism

Constructivism

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Constructivism

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  1. Constructivism Effective Teaching Through Student Centred Education

  2. What is Constructivism? • A learning theory based on the principle that ‘Learners construct rather than record knowledge’ • Learners create their own understanding of new information rather than receiving knowledge that has been transmitted to them from another source (Eggen&Kauchak,2010)

  3. Constructivist Perspectives The way in which individuals construct knowledge can be viewed from different perspectives: • Cognitive Constructivism focuses on an individual’s internal construction of knowledge • Social Constructivism focuses on social interaction and the construction of knowledge within a social context (Eggen&Kauchak, 2010)

  4. Cognitive Constructivism • Influenced by the work of Piaget • Knowledge construction occurs as an individual searches for meaning, testing and modifying their existing schemas in order to attain equilibrium • Social interaction causes individual cognitive conflict that motivates the individual to accommodate new information by reconstructing their current understanding (Eggen&Kauchak, 2010)

  5. Social Constructivism • Influenced by the work of Vygotsky • Learning occurs within a larger cultural context • All students participate and work cooperatively to help one another learn • Students work within their zone of proximal development, while teachers scaffold their learning (Eggen&Kauchak, 2010)

  6. A Constructivist Approach Whichever viewpoint one takes, constructivism is currently the dominant approach to learning in Australia and presents teachers with a range of well described strategies and approaches upon which to draw (Fetherston, 2006)

  7. Constructivist Teachers Acknowledge that ‘Learning is not a passive process of simply receiving information- rather it involves deliberate, progressive construction and deepening of meaning’ (Killen, 2006, p.7)

  8. Constructivist Teachers • Take on the role of learning facilitator rather than information provider • Support and challenge students thinking • Encourage students to experiment with ideas, work out their own understanding and develop ownership of their ideas (Fetherston, 2006)

  9. Constructivist Teachers • Incorporate social interaction and authentic real world tasks • Acknowledge that each student brings to the classroom their own experiences, beliefs, values and attitudes that influences their learning and how they construct knowledge (Fetherston, 2006)

  10. Traditional Teaching vs Constructivist teaching (Pedagogy for this Era of Learning, n.d.)

  11. Applying Constructivism in the Classroom Constructivist teachers are aware of four characteristics that influence student learning: (Eggen&Kauchak, 2010)

  12. This knowledge enables teachers to: Provide their students with high quality representations and examples of the content being taught. Connect content to real world situations, thus enhancing the meaningfulness of student learning (Eggen&Kauchak, 2010)

  13. Promote high levels of interaction, ensuring students are both socially and cognitively active Combine explanations with examples and discussions Promote learning with assessment (Eggen&Kauchak, 2010)

  14. (Teaching for Learning and Curriculum Continuity, 2004)

  15. The Benefits of Constructivism • Understanding increases when students are actively involved in learning • Higher order thinking skills and increased problem solving skills are acquired through problem based learning • Metacognition increases as students become adept at reflective practice • Social and communication skills increase through group collaboration

  16. (Constructivist Foundations of Teaching For Learning, 2002)

  17. 21st Century Learners Live in a rapidly changing, technologically advanced world Are hands on learners who enjoy social interaction. Work in diverse, multicultural classrooms (Rodgers, Runyon, Starrett & Von Holzen, 2006)

  18. ‘If we are to give children the education necessary to succeed in our technologically intense, global future, a new form of educational practice, one that builds on children's native learning abilities and technological competence, must replace our existing methods.’ (Strommen &Lincoln, n.d.)

  19. Constructivism in the 21st Century A constructivist approach not only enables teachers to effectively cater for the needs of 21st century learners, but also assists them as they help their students to grow into effective, independent learners

  20. Constructivism in the 21st Century ‘The days of the teacher standing in front of a class and delivering information are diminishing. Schools are now moving towards teaching the key skills that equip pupils with the tools to become effective independent learners. This must be the primary aim for the future in education.’ (Pryce, n.d.)

  21. References Constructivist Foundations of Teaching For Learning [Image] (2002). Retrieved January 6, 2011, from http://education.ed.pacificu.edu/bcis/workshop/constructivism.html Eggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (8th ed.). New Jersey: Pearson Education Inc Fetherston, T. (2006) Becoming an Effective Teacher. South Melbourne: Thompson Killen, R. (2006). Effective Teaching Strategies; Lessons from Research and Practice (4th ed.). South Melbourne: Social Science Press Pedagogy for this Era of Learning [Image] (n.d.). Retrieved January 6, 2011, from http://jackiegerstein.wikispaces.com/Pedagogy+for+this+Era+of+Learning Pryce, L. (n.d.) Tomorrow. Retrieved Janurary 2, 2011, fromhttp://www.teachers.tv/tomorrow/staff/pryce Rodgers, M., Runyon, D., Starrett, D., & Von Holzen, R. (2006). Teaching the 21st Century Learner. Retrieved December 29, 2010, from http://depd.wisc.edu/series/06_4168.pdf Strommen, E. F., & Lincoln, B. (n.d.). Constructivism, Technology, and the Future of Classroom Learning. Retrieved January 3, 2010, from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf Teaching for Learning and Curriculum Continuity [Image] (2004). Retrieved January 7, 2011, from http://www.discover.tased.edu.au/sose/essay.htm