chapter 10 social constructivist approaches sesilia monika
TRANSCRIPT
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CHAPTER 10SOCIAL CONSTRUCTIVIST APPROACHES
Sesilia Monika
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Outline:
Social Constructivist Approaches to teaching
Teachers and peers as joint contributors to student’s learning
Structuring small-group work Social constructivist program
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Social Constructivist Approaches to teaching
Social Constructivist Approach: approach that emphasizes the social context of learning and the idea that knowledge is mutually built and constructed
Emphasizes that students construct knowledge through social interaction with others
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Piaget Vygotsky Piaget : teachers should provide support
fir students to explore Vygotsky : teachers should create many
opportunities for students to learn by coconstructing knowledge along with teachers and with peers
Piaget and Vygotsky: teacher serve as facilitators and guides rather than directors and molders of children’s learning
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Situated Cognition
Situated cognition: the idea that thinking occurs (is situated) in social and physical context
Knowledge is embedded in, and connected to, the context in which the knowledge developed
So, create learning situations that are close to real world circumstances as possible
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Teachers and peers as joint contributors to student’s learning
Scaffolding Cognitive Apprenticeship Tutoring Cooperative Learning
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Scaffolding
Scaffolding: the technique if changing the level of support over the course of a teaching session A more skilled person (teacher or more
advanced peer of the child) adjust the amount of guidance to fit the student’s current performance
New task direct instruction, as the student’s competence increases, the teacher provides less guidance
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Cognitive apprenticeship
Cognitive apprenticeship: a relationship in which an expert stretches and supports a novice’s understanding and use of culture’s skills Apprenticeship active learning & situated
nature of learning Teacher/more skilled peers: model
strategies for students support students’ effort at doing task encourage the students to continue their work independently
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Tutoring
Tutoring: basically cognitive apprenticeship between an expert and novice
Individual tutoring is an effective strategy that benefits many students, especially those who are not doing well in a subject Classroom aides, volunteers, and mentors
Peer tutors
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Tutoring
Classroom aides, volunteers, and mentors The Reading Recovery: 1 on 1 tutorial (for
students who are having difficulty learning to read after one year of formal instruction)
Success for all (SFA) Robert Slavin systematic reading program (phonics, vocabulary, story telling, and story retelling)
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Tutoring
Peer tutors: one student teaches another Cross-age peer tutoring (the peer is older) Same-age peer tutoring/classmate (more
likely to embarrass a student and lead to negative social comparison)
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Peer tutors
PALS: Peer-Assisted Learning Strategies Guru mengidentifikasi siswa yang memerlukan
bantuan dan siswa mana yang sesuai untuk membantunya dalam belajar
25-30 menit, 4x seminggu, Reading&mathematics, KG-6th grade
Reciprocal Peer Tutoring: provides opportunities for students to alternate in tutor and tutee roles
Class Wide Peer Tutoring: tutor training, reciprocal teaching, motivational strategies such as team competition
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Peer tutor
Online Peer Tutoring: teacher engaging students in online tutoring students working together online online tutoring activities are conducted by trained, knowledgeable students
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Cooperative learning
Cooperative learning: learning that occurs when students work in small groups to help each other learn Cooperative learning effective if: group
rewards are generated, individuals are held accountable
Increase motivation: positive peer interaction and positive feelings
Increase interdependence and connection with other students
Produce better results on complex tasks
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Cooperative learning approaches 1. Student-Teams-Achievement
Division(STAD) 2. The Jigsaw classroom3. Learning together4. Group investigation5. Cooperative scripting
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Student-Teams-Achievement Division(STAD)
Team recognition and group responsibility for learning in mixed-ability groups
4-5 members of group Teacher presents a lesson students study
worksheet students monitor their team members’ performance to ensure that all members have mastered their material
Team practices working on problems together and study together, but the members take quizzes individually
The resulting individual scores contribute to team’s overall score, not on an absolute score, but each contribution counts
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The Jigsaw Classroom
Jigsaw I: 6 member teams Work on material that has been broken down into
parts Each team member is responsible for a part Members of different teams who have studied the same part convene, discuss their part, and then return to their teams and teaching other team members
Jigsaw II: 4-5 member teams All team members study the entire lesson
students become expert on one aspects of lesson meet in expert groups return to their teams
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Learning together
1. Face-to-face interaction2. Positive interdependence3. Individual accountability4. Development of interpersonal group
Emphasis on discussion and team building
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Group Investigation
2-6 member groups The teacher chooses a problem for the
class to study Students decide what they want to study in exploring them (individually) group gets together, integrating, summarizing, and presenting the findings as group project
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Cooperative scripting
Students work in reciprocal pairs Taking turns summarizing information
and orally presenting it to each other One member presents the material The other member listens, monitor
presentation for any mistakes, and gives feedback, and vice versa
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Cooperative learning
Creating cooperative community Class cooperation: daily class cleanup, running
class bank or business, etc Interclass cooperation: classes work together in
joint projects School-wide cooperation: cooperation at level of
entire school School-parent cooperation: involving parents in
establish mutual goals, strategic plans, and creating activities
School-neighborhood cooperation: classes can perform neigborhood service projects
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Evaluating Cooperative learning Positive aspects
Increased interdependence and interaction with other students
Enhanced motivation to learn Improved learning by teaching materials to others
Negative aspects: Some students prefers to work alone Low-achieving students may slow down the progress
of high-achieving students Social loafing Some students may become distracted from group
task
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Thank you…