clg presentation

INTEGRATING CONSTRUCTIVISM IN REAL CLASS ROOM TEACHING : 

INTEGRATING CONSTRUCTIVISM IN REAL CLASS ROOM TEACHING

Introduction : 

Introduction The new learning theories have changed the role of teacher from preacher to a guide on the side. Mayer (1992) has shown how three views of learning have emerged during the past 100 years of research on learning. learning as response strengthening learning as knowledge acquisition learning as knowledge construction

Learning as knowledge construction : 

Learning as knowledge construction The learner is a sense maker The teacher is a guide or facilitator The teacher’s role is to create environments fostering the learner’s processes of selecting, organizing and integrating information Ongoing structuring ( organizing ) processes are the conceptual heart of constructivism. Constructivism is a theory about knowledge and learning; it describes what “knowing” is and how one comes to know (Fosnot,1996). It represents paradigm shift from education based on behaviorism to education based on cognitive theory.

Constructivism : 

Constructivism Constructivism is a theory, a tool, a lens for examining educational practices Tenets of constructivism in pedagogical terms are: Students come to class with an established world-view, formed by years of prior experience and learning. Students’ worldview filters all experiences and affects their interpretation of observations For students to change their worldview, it requires work. Students learn from each other as well as the teacher Students learn better by doing Allowing and creating opportunities for all to have a voice promotes the construction of new ideas

Different aspects in Constructivism : 

Different aspects in Constructivism Knowledge: Behaviorists maintain that Knowledge is passively absorbed behavioral repertoire. Cognitive constructivists : Knowledge is actively constructed by learners Knowledge comprises active systems of mental representations Learning: Learning is presented as a process of active discovery. The role of the instructor is to facilitate discovery by providing the necessary resources Successful learning requires a major personal investment on the part of learner Motivation: Learners must face the need to the limitations of existing knowledge and accept the need to modify or abandon existing belief. Without some kind of internal drive, external rewards and punishments are unlikely to be sufficient.

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Instruction Cognitive Teaching methods aim to assist students in assimilating new information to existing knowledge and enabling them to make appropriate modifications to their existing intellectual framework to accommodate that information. Cognitivists allow for the use of “skill and drill” exercise in the memorization of facts, formulae, and lists, they place greater importance on strategies that help students to actively assimilate and accommodate new material.

Gap b/w theory & practice : 

Gap b/w theory & practice There is a lot of talk about principles of constructivism There is a lot of substantial gap between theoretical insights and translation of these insights into school practices (De Corte, 2000). The general constructivist principals need elaboration for various subject matters and educational levels (Verchaffel & De Corte,1998). Teachers need suitable instructional models that provide them guidelines for instruction in new learning outcomes (vermunt & Verschaffel,2000).

New instructional model : 

New instructional model The teachers need new instructional model such as reciprocal teaching, procedural facilitation, modeling and cognitive apprenticeship model (Resnick,1989) These models were developed in the field of instructional psychology and are based on constructivists idea of learning Research on the instruction using the above model has shown some effect but in the laboratory settings where the small group of students were selected and instruction is not imparted by teachers but by few researchers.

COGNITIVE APPRENTICESHIP MODEL(Collins, Newman & Brown) : 

COGNITIVE APPRENTICESHIP MODEL(Collins, Newman & Brown) The cognitive apprenticeship model consists of four dimensions: Content, method, sequence and sociology Concerning the content of learning, an ideal learning environment should focus on domain knowledge, heuristic strategies, control strategies and learning strategies.

Methods in cognitive apprenticeship model : 

Methods in cognitive apprenticeship model The first modeling, involves an expert carrying out a task so that students can observe and build a conceptual model of the process The second method is coaching, it consists of observing students while they carry out a task and offering hints and feedback The third method is Scaffolding and Fading, refers to the support the teachers provides to help students to carry out a task.

Methods in cognitive apprenticeship model : 

Methods in cognitive apprenticeship model The fourth teaching method, articulation includes any method of getting students to articulate their knowledge, reasoning etc. The fifth teaching method is Reflection. It enables students to compare their own problem-solving processes with those of an expert. The last teaching method exploration involves pushing students into a mode of problem solving on their own.

Methods in cognitive apprenticeship model : 

Methods in cognitive apprenticeship model The first three methods are core of cognitive apprenticeship designed to help students acquire an integrated sets of cognitive skills through the process of observation and of guided and supported practice. The next two (articulation and reflection) are methods designed to students focus on expert problem solving and their own problem solving strategies. The final method (exploration) is aimed at learner being the centre and controller of his own activity.

Sequencing : 

Sequencing The Collins, Brown and Newman (1989) emphasise the importance of sequencing. The sequencing of materials and learning activities should support the individual needs of learners in order to facilitate their learning by increasing the complexity and diversity of material.

Sociology : 

Sociology The final dimension is the sociology of the learning environment. Situated learning: Students should carry out the tasks in an environment that reflect the use the knowledge they learn Culture of expert practice: implies stimulating focused interactions among learners and experts Promoting intrinsic motivation for learning by providing realistic tasks Exploiting co-operation, which refers to having students work together. Exploiting competition: Strategy of giving learners the same task and stimulating them to compare learning processes

Constructivist Learning Design & Lesson Plan Format : 

Constructivist Learning Design & Lesson Plan Format Constructive Learning Design emphasizes six important elements: Situation, Groupings, Bridge, Questions, Exhibit and Reflections Teachers develop the situation for students to explain Select a process for groupings of materials and students Build a bridge between what students already know and what they want them to learn Anticipate questions to ask and answer without giving away an explanation Encourage students to exhibit a record of their thinking by sharing it with others Solicit students 'reflections about their learning.

Integrating technology : 

Integrating technology The Collins-Brown-Newman (1989): Cognitive Apprenticeship model in an instructional technology course is based on the Integrating Technology for Inquiry. This Model (Morrison & Lowther, 2002) would positively affect the pre-service teacher's: Beliefs/concerns about  using the computer as a tool to enhance student learning,  Perceived ability to use technology and integrate it into   the curriculum in an appropriate manner, Ability to effectively design lessons that integrate technology into the classroom.   Thus computer assisted instruction might foster the flexibility in making such learning situations a reality

Rationale : 

Rationale Constructivism is based on sound theory and research. The jury is still out on its overall effectiveness as a instructional approach. The use of constructivist approaches does promote critical thinking, collaborative learning, and increased student engagement. It is less clear if it results in improved test scores. The approach works best with students from privileged backgrounds who already possess essential skills and school-oriented attitudes and behaviors

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The overuse of collaborative and constructivist strategies can lead to “group think” and discourage independent thinking and creative problem solving by highly talented individuals (Constructivism as a Paradigm for Teaching and Learning) Like most debates about instructional approaches, advocates and critics alike would probably agree that no single approach works for all students all the time. The key is to find the right mix of methods for the students being served and the content being taught