Constructivism.By: J.T Snell, Tabatha Hanson, and Cynthia Ellis

What is Constructivism?

A theory based on observation that  assumes all knowledge is constructed from knowledge previously learned regardless of the information delivery method

Unpacking the Theory. People construct their own understanding

of the world via experiences and refection When faced with new information we

either combine it with previous knowledge, change our point of view or disregard the information all together

Constructivist Teacher. Encourages students to reflect on past

information learned. Goal is for every student to become an expert

learner. Prompts student to reflect on learned information

to solve current problems. Wants students to construct new knowledge

rather than recite facts learned.

Traditional Vs. Constructivism

Traditional Classroom Constructivism Classroom

Curriculum begins with the parts of the whole. Emphasizes basic skills.

Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.

Strict adherence to fixed curriculum is highly valued.

Pursuit of student questions and interests is valued.

Materials are primarily textbooks and workbooks.

Materials include primary sources of material and manipulative materials.

Learning is based on repetition. Learning is interactive, building on what the student already knows.

Teachers disseminate information to students; students are recipients of knowledge.

Teachers have a dialogue with students, helping students construct their own knowledge.

Teacher's role is directive, rooted in authority.

Teacher's role is interactive, rooted in negotiation.

Assessment is through testing, correct answers.

Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.

Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing with our experiences.

Students work primarily alone. Students work primarily in groups.

Observation Particulars.

Video 1 “Starting Out”

Subject: English Grade: Fourth Teacher: Jonathan Holden No. of Years Teaching: 2 Location: Roxbury, Massachusetts School: Nathan Hale Elementary

School Number of Students: 19 Length of Observation: 18:55

Demographics:

African American

Caucasian

BoyGirl

Video 1

Significant Findings:

Mr. Holden encourages his students to calibrate in order to find deeper meaning in text.

Additionally:• Guided a whole class discussion on slam poetry• Allowed collaborative groups• Facilitated peer to peer questioning about the text

Observation Particulars.Video 2

“Voices in the Conversation”

Subject: English Grade: Fifth Teacher: Katherine Bomer No. of Years Teaching: 7 Location: Austin, Texas School: Pleasant Hill Elementary School Number of Students: 19 Length of Observation: 18:55

Demographics:

African Amer-ican

BoyGirl

Video 2

Significant Findings:

Mrs. Bomer uses the children's previously acquired knowledge, via their personal experiences, to help them relate to the literature that they are discussing and to each other.

Additionally She:

• Allowed them to work in collaborative partnerships

• Had them to write predictions for text• Guided the student discussion on the book The

Color of My Words

Relevance of Constructivism

Constructivism is Relevant in the Classroom Because it:

• Allows students to formulate questions {inquiry}

• Allows a variety of interpretations and expressions {multiple intelligences}

• Encourage cooperative work and the use of peers as resources {collaborative learning}

Pedagogical Stance.

҉F Relating new information to previously learned information is a more effective way to teach. Evidence: According to George Miller relating new information to previously learned information, “chunking”, it the most effective way for humans to commit new information in to long term memory.

Connections to Educational Psychology: Constructivism was in part based on Vygotsky’s Social Development Theory, and the works of Piaget, Dewey, Vico, Rorty, and Bruner.

Work Cited• Heylghen, F. (1993). Concept to classroom: How does this theory differ

from traditional ideas about teaching and learning?. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html

• Learning-theories. (n.d.). Retrieved from http://www.learning-theories.com/constructivism.html

• Theory: Constructivism. (n.d.). Quasar. Retrieved November 12, 2011, from http://www.quasar.ualberta.ca/techcur/theory/constructivism.htm

• Instructional Design. (n.d.). Colocation | Broadband Wireless | Dedicated Servers | Web Design & Development | DSL | Web Hosting | Infinity Internet. Retrieved November 20, 2011, from http://nwlink.com/~donclark/hrd/learning/memory.html

• Snowman, J. (2012). Psychology applied to teaching. Belmont, CA: Wadsworth.

• (2002). Engaging with literature a video library, grades 3-5. Burlington, VT: Annenberg/CPB.