CONSTRUCTIVISM...Presentation by Tina M.

8/3/2019 CONSTRUCTIVISM...Presentation by Tina M.

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A Report

prepared by:Cristina Monreal

Nedilyn Sevilla

Viner Jeresano



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y A Theory of Knowledge (Epistemology)

«NOT a Specific Pedagogy

Wiki



a theory describing how learning happensa theory describing how learning happens

«argues that humans/learners

construct or reconstruct meaningout of their experiences and

previous knowledge

«it says that we build or

construct our own understandingand knowledge of the world,

through experience and reflection,

individually and collectively.

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formalizedformalized byby Jean Piaget Jean PiagetCC

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formalizedformalized byby Jean Piaget Jean Piaget



Existing Framework

of

Knowledge

from

Previous Experiences +N

ew Experiences

through the process of

Accommodation and Assimilation

results to

Learning

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formalizedformalized byby Jean Piaget Jean Piaget



Scope/ApplicationScope/Application

y

Help guide curriculum, instruction, andassessment across all disciplines

covered in our formal educational

system

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Faces of ConstructivismFaces of Constructivism

y Trivial constructivism

y Radical constructivismy Social constructivism

y Cultural constructivism

y Critical constructivism

y Constructionism

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Principles of LearningPrinciples of Learning

1. Learning is an active process.

2. People learn to learn as they learn.

3. The crucial action of constructing meaning is mental.

4. Learning involves language.

5. Learning is a social activity. It is collaborative.

6. Learning is contextual.

7. One needs knowledge to learn.

8. It takes time to learn.

9. Motivation is a key component in learning.

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Some more constructivist principles we canSome more constructivist principles we can

implement are:implement are:

1. Learning is constructed or built.

2. Learning is active.3. Learning is reflective.

4. Learning is collaborative.

5. Learning is inquiry/discovery based.

6. Learning is evolving.

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Constructivist Learning InterventionConstructivist Learning Intervention

1. The Nature of the Learner

x Learner as a unique individualx The importance of the background and culture of

the learner

x The responsibility for learning

x The motivation for learning

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2. The Role of the Instructor as Facilitatorx Helps the learner to get to his or her own

understanding of the content

x Asks

x Supports from the back

x Provides guidelines and creates the environment

for the learner to arrive at his or her own

conclusions

x In continuous dialogue with the learners

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3. The Nature of the Learning Process

x Learning is an active, social process.x Dynamic interaction between task, instruction

and learner

x Collaboration among learners

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Constructivist Teaching Methods/ApproachesConstructivist Teaching Methods/Approaches

y Constructionism

y Reciprocal Learning

y Procedural Facilitations for Writing

y Critical Exploration

y Cognitive Tutors

y Cognitively Guided Instruction

y Inquiry-based Learning

y Problem-based Learning

y Cognitive Apprenticeships

y Various Methods involving Collaboration or Group Work

y Cooperative Learning

y Anchored Instruction

y Cognitive Apprenticeship

y Cognitive Flexibility

y Constructive Alignment

y Pragmatic Constructivism

y

The Silent Way

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Constructivism in

Mathematics Education

Does ´constructivist mathµ exist?

Like unicorns, it does not exist.

L ee V. Stiff NCTM President 2000-2002



During the 5000-year history of formal mathematicaldevelopment, many aids to learning and ³doing´ (using,applying) mathematics were developed. Thus, our educationalsystem is faced by:

1. The need to decide what mathematical knowledge and skillsshould be included in the curriculum.

2. How to effectively and efficiently help students to gain themathematical knowledge and skills that are incorporatedinto the curriculum.

3. How to teach (learn) for transfer and retention²so that themathematical knowledge and skills that students gain inschool are available for use throughout the curriculum, work and play of their lifetime.

Constructivism in




Each learner needs to construct their own

understanding of each mathematical concept, so thatthe primary role of teaching is not to lecture, explain,or otherwise attempt to µtransfer¶ mathematicalknowledge, but to create situations for students that

will foster their making the necessary mentalconstructions.

Constructivism in

Mathematics Education«what does it mean?



Constructivist Approach to Thinking about MathematicsEducation

1. People are born with an innate ability to deal with small integers (such as 1, 2, 3, 4)and to make comparative estimates of larger numbers.

2. The human brain has components that can adapt to learning and using mathematics.

3. Humans vary considerably in their innate mathematical abilities or intelligence.4. The mathematical environments that children grow up in vary tremendously.

5. Children have tremendously varying levels of mathematical knowledge, skills, andinterests when they enter the school.

6. E ven though we offer a somewhat standardized curriculum to young students, thatactual curriculum, instruction, assessment, engagement of intrinsic and extrinsicmotivation, and so on varies considerably.

7. There are huge differences among the mathematical knowledge and skill levels of students at any particular grade level or in any particular math course; and there areconsiderable differences in their ability to learn mathematics.

8. There has to be appropriate use of constructivist teaching and learning principles to beable to consider these differences.

Constructivism in

Mathematics Education«what does it mean?



Five Guiding Principles of Constructivism

1. Posing problems of emerging relevance to students

2. Structuring learning around primary concepts

3. Seeking and valuing students¶ points of view

4. Adapting curriculum to address students¶

suppositions5. Assessing student learning in the context of

teaching

Ernest, Brooks and Brooks (1999)

Constructivism in




«suggests that math knowledge results frompeople forming models in response to the questionsand challenges that come from actively engagingmath problems and environments

Constructivism in




y W hat is an individual¶s mathematical knowledge?

An individual¶s mathematical knowledge is

her or his tendency to respond to perceivedmathematical problem situations by reflecting onproblems and their solutions in a social context and

by constructing or reconstructing mathematicalactions, processes and objects and organizing these

in schemas to use in dealing with the situations.

Constructivism in




y Is a person¶s math knowledge and skills innate orlearned?

A certain amount of math knowledge and skill isinnate²genetic in origin.

The majority of a person¶s math knowledge andskills comes from learning²learning to use partsof the brain that can learn to do math.

Constructivism in




How did constructivism shed light on the teaching of Mathematics?

ÙConstructivism addresses how studentslearn and what teachers can do to facilitate learning.

Constructivism in




As to how students learn«

ÙConstructivism focuses on what students can doto integrate new knowledge with existingknowledge to create a deeper understanding of

Mathematics.

ÙOne learns Math by building on the Math that one haspreviously learned.

Constructivism in




How can students better build their knowledge of Mathematics?

Ù W hen knowledge is embedded in social contextÙ W hen mathematics is applied to real-world situations

Ù W hen students are allowed to think and question about themathematics and mathematical relationships

Ù W hen teaching approaches promote making connections to other

ideas within mathematics and other disciplinesÙ W hen students are active participants in the teaching and learning

process

Constructivism in




As to what teachers can do to facilitate learning«

ÙCreate experiences that engage the student and supporthis or her own explanation, evaluation,communication, and application of the mathematicalmodels needed to make sense of these experiences

ÙUse approaches in which the primary focus is on eachlearner¶s construction of her/his own mathematicalconcepts

Constructivism in




How can teachers help make connections betweenold ideas and new ideas?

Ù By asking reflective questions

How does this idea fit with what you already know?

In what ways is this problem like other problems/situations you've experienced?

W hat is it about this problem that reminds you of yesterday's

problem? (Cook & Rasmussen, 1991)

Constructing knowledge requires reflective thought.

Constructivism in




Constructivist teachers«1. Encourage and accept student autonomy and initiative.2. Use raw data and primary sources, along with

manipulative, interactive, and physical materials.

3. Use cognitive terminology such ³classify,´ ³analyze,´³predict,´ and ³create´ when framing tasks.

4. Allow student responses to drive lessons, shiftinstructional strategies, and alter content.

5. Inquire about students¶ understandings of concepts

before sharing their own understanding of thoseconcepts.

6. Encourage students to engage in dialogue, both withthe teacher and with one another.

Constructivism in




Constructivist teachers«7. Encourage student inquiry by asking thoughtful, open-

ended questions and encouraging students to ask questions of each other.

8. Seek elaboration of students¶ initial responses.9. Engage students in experiences that might engender

contradictions to their initial hypotheses and thenencourage discussion.

10. Allow significant wait time after posing questions.

11. Provide time for students to construct relationshipsand create metaphors.

12. Nurture students¶ natural curiosity through frequentuse of the learning cycle model.

Constructivism in




T: Curriculum begins with the parts of the whole. Basic skills are

emphasized.

C: Curriculum emphasizes big concepts, beginning

with the whole and expanding to include parts

T: Strict adherence to fixed curriculum is

highly valued.

C: Pursuit of student questions and interests is

valued.

T: Materials are primarily textbooks and workbooks.

C: Materials include primary sources and manipulative

materials.



T: Learning is based on repetition.

C: Learning is interactive, building on what the student

already knows.

T: Teachers disseminate information to students;

students are recipients of knowledge.

C: Teachers have a dialogue with students, helping

students construct their own knowledge.

T: The teacher's role is directive and rooted inauthority.

C: The teacher's role is interactive, rooted in

negotiation.



T: Assessment is through testing, correct answers.

C: Assessment includes student works,

observations, and points of view as well

as tests. Process is as important asproduct.

T: Knowledge is seen as inert.

C: Knowledge is seen as dynamic, ever

changing with our experiences.

T: Students work primarily alone

C: Students work primarily in groups.



1. Sensitivity toward and attentiveness to thelearner·s previous constructions.

2. Using cognitive conflict techniques toremedy misconceptions.

3. Attention to metacognition and strategicself-regulation.

4. Use of multiple representations.5. Awareness of the importance of goals for

the learner.6. Awareness of the importance of social

contexts.

Paul Ernest (1996)



1. Teach the standard arithmeticalgorithms and methods or make

students develop their own?

2. Teach the necessary skills andconcepts leading to algebra and

geometry or teach all areas of mathematics every year, regardlessof logical sequence?



A. Benefits of constructivism

1. Children enjoy more when they are

actively involved, rather thanpassive listeners. Saturday classfacilitators see how students enjoymath and all want to go to theboard to recite.

2. Education works best when itconcentrates on thinking andunderstanding rather than on rotememorization.



3. Constructivist learning is transferable

for students create organizing principles that they

can take with them to learn other things in different

settings.

4. Constructivism gives students ownership of what they

learn for in general, what they learn is their own not just

received.

5. Students learn to question things and are better

motivated.

6. Collaboration promotes social and communication skills.



B. Constructivism has been criticized for variousreasons.

1. Some call it "elitist",

2. Collaborative work could lead to "group

think" or to the tyranny of the majority in which

a few dominant students could silence the

majority. Or, if not properly supervised, some

just depend on their teammates.

3. Some critics think that by rejecting evaluationthro ugh testing and other external criteria,

constructivists have made themselves

unaccountable for their students progress.



4. There is research evidence that students in

constructivist classrooms lag behind those in more

traditional classrooms in basic skills.

5. Some researchers claim that novices, especially

young learners, do not yet have the underlying

mental models necessary for learning by doing.



ReferencesReferences

y http://edutechwiki.unige.ch/en/Constructivismy htt://edutechwiki.unige.ch/en/Problem-based learningy htt://sll.standford.edu/pubs/jeepark/pblsite/skipintro.htmy

http://www.thirteenorg/edonline/concept2class/constructivism/index.htmly http://www.massey.ac.nz/~alock/virtual/trishvy.htmy http://www.sedl.org/scimath/compass/v01n03/credits.htmly http://mathforum.org/mathed/constructivism.htmly http://www.nctm.org/about/content.aspx?id=1238y http://www.ericdigests.org/2004-3/views.htmly http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/

ma3know.htmy http://mathforum.org/orlando/construct.keirouz.htmly http://mathforum.org/orlando/construct.selden.htmly http://interactive-

mathvision.com/PaisPortfolio/CKMPerspective/Constructivism%281998%29.html

y http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29

y http://www.exploratorium.edu/IFI/resources/constructivistlearning.htmly Presentation by Sr. Iluminada C. Coronel, F.M.M.,

MTAP President at the Third DepEd-MTAPNational Conference on Mathematicsl Education

CONSTRUCTIVISM...Presentation by Tina M.

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