PROJECT #3 LEARNING THEORIES

CONSTRUCTIVIST LEARNING

CONSTRUCTIVISM is an educational approach based on the theories of developmental psychology and philosophy of Jean Piaget.

LEARNING as a process of construction within the individual rather than one of internalization or absorption from the environment.

  • Learning is process oriented, rather than absorption or memorization in short-term memory.
  • Emphasis on higher order thinking: analysis, comparison, deconstruction of information into pieces, then reconstruction or synthesis into a greater, more thorough understanding of the interrelated whole.

Aim of Constructivist Education is personal autonomy: being governed by oneself and including the ability to think logically and creatively.

ASSUMPTIONS:

  • Children naturally construct knowledge by putting things into relationships, interacting with their environment, learning from experiences

Example: children's constant questions, curiosity, comparing apples and oranges

  • Knowledge is constructed as an interrelated whole, not compartmentalized into subject matters.

eg.: Children begin to develop understanding of life processes(birth, life, bodily functions, sex, reproduction, death) through early comparisons and observations, questions and experiments, by observing and comparing all living things, trying to make distinctions, classifications.

  • New knowledge constructed on the foundations of previous knowledge by making new and creative associations.
  • Knowledge advances only within the framework of a child's developmental levels, learning progresses as development progresses.

eg.: appropriate teaching and learning styles and methods must fit the child's development level

Student Role

  • Students are encouraged toward self-directed learning, motivated by the relation of subject content to their personal perspectives and development.
  • Students reflect on their learning as a process and application of interrelated ideas, questions, assumptions and research. Student reflection and expression means learning from experience.

eg.: dialogue(teacher-student, peer group, small group), active participation(performance), real-life applications, recording, journal keeping, portfolios, long-range planning.

  • Learning is based in active and authentic problem solving and critical thinking.

eg.: actively creating a culture of learning, not merely following instructions, practices

  • Students share ideas, ask questions, discuss concepts, revise and reinterpret and reflect
  • All students have different interpretations which are valued and guided toward holistic understanding.
  • Student pursues a problem or activity by applying knowledge and practices he/she already knows and integrating these with alternatives presented by team and group members, research sources, current experiences, teachers and other role models.

Teacher Role

  • Guide knowledge construction by focusing attention, posing questions, stretch children's thinking, create personalized learning situations.
  • Teachers emphasize focused observation and recording (informal-formative assessment) of children's behavior, development and personal interests. Teacher is co-learner.
  • Create learning environments to support children's personal and cooperative development, encourage experimentation, creativity.
  • Teachers must possess superior knowledge of subject matter, have excellent communication skills
  • Believe that all learners can learn, can find their own best way to learn, will learn best the things that hold meaning for them, learning most effectively from experience self-expression and reflection.
  • Design individualized student projects with problem-solving, self-directed, cooperative learning focus.
  • Learning environment personalized by students and teacher; provides emotional security essential for learning; rich stimulating environment; flexibility in learning, lesson construction and direction.

eg.: Student responses drive and direct lessons, shift instructional strategies, alter content.

Constructive Learning Design

  • Teachers develop the situation for the students to explain, problem-solve, research, investigate.
  • Select a process for grouping of materials and students.
  • Build a bridge between student's previous knowledge and what they are to learn.
  • Anticipate questions to ask and answer without giving away an explanation, guide discovery.
  • Encourage students to exhibit a record of their thinking by sharing it with others.
  • Solicit student's reflections and expressions about their learning experiences.

Constructivist Education

  • Teachers are as unique, individual as students. Own unique background interacts with new material, students and other educators in unique way.
  • Standard outcomes and methods not expected nor allowed in Constructivist Education. All outcomes are as unique as the participants.

eg.: standards and performance packages would provide a minimum structure for interpretation by constructivist teacher on the format and methods of facilitating student performance assessments.

  • Constructivism, with student autonomy as its focus, requires redefining of educational purposes, methods and behavior management approaches.
  • Approach may be best suited to the small group setting without compromising individual achievement
  • Approach takes considerable time, energy, patience, individualized attention, planning and assessment.
  • Healthy, respectful and creative student-teacher relationship required. Teachers need additional interpersonal communication skills to build on student's personal interests and learning style.
  • Teachers spend less time managing student behavior, more time facilitating student's learning.

Constructivist Teaching is the most difficult kind ever invented, requires educators to change their entire way of thinking about themselves and their teaching methods. Requires teachers with a strong personal inspiration to promote the uniqueness of learning in every child.