A Constructivist

View of Learning

What is learning?

• Is it memorizing information and being able to repeat it on an exam?

How do we learn?

• Think about times when you have learned a lot and times we you haven’t. What makes the difference?

• Think about something you can do well. How do you learn to do it?

• We learn best when…

Views of learning…• Transmission view: The teacher or text

transmits knowledge which goes directly into the learner’s brain.

• Constructivist view: Each learner must construct his or her own understanding, based on his/her own experiences.

Views of learning…

Under-standing

Knowledge & experiences

New ideas, readings, etc.

A Constructivist view of learning says…

• Knowledge is both individually and socially constructed.

• Learners construct their understandings by relating new information to their background knowledge and experiences (Piaget).

• Social interaction furthers our learning. Adults provide scaffolding that allows learners to be successful with more and more difficult tasks (Vygotsky).

Vygotsky…

• Adults scaffold children’s learning by providing assistance in the Zone of Proximal Development.

• “What I can do with assistance today I can do on my own tomorrow.”

• The ZPD describes things the child cannot do on his own, but can do with assistance.

What I can already do.

What I can only do with assistance.

“ZPD”

What I cannot do even with assistance.

Scaffolding Students’ Learning

• Choose an activity within the students’ Zone of Proximal Development.

• Decide what students need to be able to do to successfully complete the activity.

• Design activities to help the student successfully complete the activity, such as demonstrations, group practice, rehearsal, self-assessment.

Scaffolding Students’ Learning: Writing an online riddle

• My struggling students really dislike writing. To help them be successful at writing, I can– Create a motivating activity: writing online

animal jokes.– Provide examples.– Provide assistance with the writing: giving

them a format to follow.– Publish their work.

I have four legs.

I live in the desert.

I have a hump.

What am I?

I have _______________.

I live ________________.

I have _______________.

What am I?

Choose Insert, Picture, and Clip Art. Then double click on the picture you want and delete this box.

Scaffolding Students’ Learning: Writing an Animal Poem

• Read examples.• Write an example as a group.• Guide students’ writing by

borrowing the structure of an existing poem.

• Publish students’ work.

Giraffes.

I like them.

Ask me why.

Because their necks stretch to the sky.

Because they’re quiet, calm and shy.

Because

Because

Because. That’s why

I like giraffes.

Zebras.

I like them.

Ask me why.

Because they are striped.

Because they look like horses.

Because

Because

Because. That’s why

I like zebras.

.

I like them.

Ask me why.

Because .

Because .

Because

Because

Because. That’s why

I like .

How would you provide scaffolding for…

• Successful reading of an article on tornadoes?

• Writing a book report?

• Giving a mock TV newscast?

• Writing a poem?

• Writing a play?

• Answering on-demand test questions?

In class writing:

• How would you provide scaffolding for a task in your classroom?

• Consider trying out this idea and including it in your Application Paper.