A Study of Constructivism in the Classroom

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A Study of Constructivism in the Classroom

• Presented by
• Emily Swayze

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Constructivism

• Theory of learning
• Not a description of teaching
• Teachers become students
• Students become their own teachers

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Solving Your Own Problem

• Constructivism allows students to interact with
  real-life experiences.
• Students construct mental structures that
  provides an understanding of their surroundings.
• Students are encouraged to pose their own problem
  and solve it.

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Piagets Theory

• Students build mental maps
• Students build their own understanding of their
  world.

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Vygotsky

• Zone of Proximal Development
• He observed that when children were tested on
  tasks on their own, they rarely did as well as
  when they were working in collaboration with an
  adult.

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Main Aspects of Constructivism

• Social Aspect
• Learning occurs among children and adults.
• Learning is dependent on social situations.

• Cultural Aspect
• Relationship between childrens learning and
  their sociocultural contexts.
• Participation in the community is necessary in
  developing knowledge.

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Constructivist Teachers

• http//www.ncrel.org/sdrs/areas/issues/methods/ass
  ment/as7const.htm
• Encourage and accept autonomy and initiative
• Use raw data and primary sources
• Use cognitive terminology
• Allow student responses to drive lessons
• Inquire about students understandings of
  concepts
• Encourage students to engage in dialogue

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Constructivist Teachers

• Encourage student inquiry
• Seek elaboration of students responses
• Engage students in experiences that might
  engender contradictions
• Allow wait time after posing questions
• Provide time for students to construct
  relationships and create metaphors
• Nurture students natural curiosity

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Constructivist Teaching

• Helpful to students who experience difficulty in
  school
• Minor change in teachers practices can show
  students that what they think and say matter.
• Focuses on the depth of understanding

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Technology and Constructivism

• Technology grants students the opportunity to
  experiment with different situations.
• Technology can aid teachers in creating a
  learner-centered environment.
• Computers can be used to create a rich
  environment full of sensory experiences.

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Conclusion

• Students questions are important and highly
  valued.
• Learner-centered classroom will allow students to
  construct their own knowledge.
• Because constructivism can be implemented in
  classrooms of all ages and levels of ability,
  constructivist teaching is effective teaching.

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References

• Books, J. and Brooks, M. (1993) In search of
  understanding the case for constructivist
  classrooms. Alexandria, Virginia Association for
  Supervision and Curriculum Development.
• Edwards, S. (2005). Constructivism does not only
  happen in the individual sociocultural theory
  and early childhood education. Early Child
  Development and Care, 175(1), 37-47.
• Forcier, R., Descy, D. (2005). The computer as
  an educational tool productivity and problem
  solving. 4th ed. Upper Saddle River, NJ Pearson
  Education, Inc.
• Iran-Nejad, A. (1995). Constructivism as
  substitute for memorization in learning meaning
  is created by learner. Education, 116(1), 16-32.
• Watson, J. (2001). Social constructivism in the
  classroom. Support of Learning, 16(3), 140-147.