CONSTRUCTIVIST

APPROACH

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CONSTRUCTIVIST

◘ Believes that KNOWLEDE cannot be passed on from one person to another

◘ Believes that KNOWLEDE is constructed by the learner itself

◘ view learning as an active process that results from self-constructed meanings.

- A meaningful connection is established between prior knowledge & present learning activity

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◘ Considered as social process in w/c learners construct meaning through the “interaction” of prior knowledge & new learning events

CONSTRUCTIVISM

◘ coined by Jean Piaget (1973), as the process of change/knowledge construction that occurs in one’s thinking as learning occurs

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◘ Constructivist approach is anchored on the belief that every individual constructs and reconstructs meanings depending on past experiences

◘ Constructivist teacher teach towards the big ideas or the framing of concepts of a subject (Schifter & Frosnot, 1993). All subject discipline have the basic concepts w/n w/c other concept fit.

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INSTRUCTIONAL

CHARACTERISTICS1. Teaching is not considered as merely transmitting knowledge & information but rather providing students w/ relevant experiences from w/c they can construct their own meaning

2. “the absorption/ assimilation of knowledge is somewhat personal & therefore no 2 learners ca build up the same meaning out of 1 situation”

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3. Teacher facilitate learning by providing opportunities for a simulating dialogue so that meanings could evolve & be constructed

4. Instructional materials include learning activities rather than fixed document

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DESIGN PRINCIPLES &

EFFECTIVE USE

I. Create real-world environments & encourage students to take their own initiative in understanding real-life learning activity II. Respect & accept students own ideas. Instructional goals & objectives should be negotiated & not imposed

III. Ask the students to recall past experiences, analyze & see a connection w/ the new learning event. Evaluation should serve as self-analysis tool

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IV. Learning should be internally controlled & mediated by the learner

V. Text is supported w/ multiple photographic visuals of classrooms demonstrating the various process described in the text

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VI. Enable content & context dependent knowledge construction

VII. Support collaborative construction of knowledge through social negotiation

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CONSTRUCTIVISM:

STRENGTH & WEAKNESS

WEAKNESS STRENGTH

In a situation where conformity is essential divergent thinking & action may cause problem.

The goal is to train learners to do a task the same way to enable consistency

EXAMPLE:-Imagine the fun revenue Canada would have it every person decided to report their taxes in their own way, although, there probably are some very “constructive” approaches used w/n the system we have

EXAMPLE:-Logging onto & off of a workplace computer is the same for all employee; it may be important to an exact routine to avoid problems

(SCHUMAN,1996)

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5 E’s – PHASES OF LEARNING

in CONSTRUCTIVIST APPROACH

ENGAGE

►start the process

EXPLORE►provide students w/ a common base of experience

►identify & develop concepts, processes & skills

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EXPLAIN►opportunities to verbalize students conceptual understanding / to demonstrate new kills/behavior

►also provides an opportunities for teachers to introduce formal terms, definitions, & explanations for concepts, etc.

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ELABORATE►extend student’s conceptual understanding & allows them to practice skills & behaviors

EVALUATE

►encourage learners & assess their understanding & abilities & lets teachers evaluate students understanding of key concepts & skill development

(http:/enhancinged.wgbh.org/research/eeeee.htm)

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REFERENCE:* PRINCIPLES OF TEACHING 1VITORINA ACERO et.al,2007

** PRINCIPLES OF TEACHING 1CORPUZ & SALANDANAN,2007

*** BUILDING UNDERSTANDING TOGETHER-A CONSTRUCTIVIST APPROACH TO EARLY CHILDHOOD EDUCATION

SANDRA WAITE-STUPIANSKY

**** ELIZABETH MURPHY, SUMMER, 1997http:/www.ucs.mun.ca/~emurphy/stemnet/cle3.html