Constructivism: From Belief to Practice

1
Constructivism From Belief to Practice

• Angela Brumfield

2
Constructivism

• Definition
• Emergence after behaviorism
• Teachers solely responsible for learning
• Teachers left feeling cheated and guilty

3
Traditional vs Constructivist

• Traditional
• Teacher is the expert
• Lectures and provides knowledge
• Student passively receives
• Goals stated in terms of recalling facts
• Computers used for tutorials
• Assessments are summative, written tests
• No variety

4
Traditional vs Constructivist

• Constructivist
• Problem solving, inquiry and collaboration
• Teacher acts as facilitator
• Teacher shares authentic experiences
• Curriculum consists of projects and problems
• Encourages ongoing learning

5
Constructivist contd

• Hands on lesson with experimentation
• Computers are source of information
• Assessments include formative performance tests
  and portfolios
• Students allowed to demonstrate understanding
• Variety of assessments.

6
Teachers Beliefs

• Most agree with constructivism
• Implementation not found in study
• Teachers interviewed
• Highly in favor of constructivism
• Lessons geared for test preparation
• Conflict with beliefs

7
Reasons Why Constructivism Not Present

• Contextual limits
• the need to complete the syllabi
• schedules implemented for examinations

8
My Belief

• Computers as tools
• Create their own tests
• Games to work backwards
• www.mathwire.com

9
Keys to Constructivism

• Collaboration is vital
• Theory of learning, not teaching
• Students not simply receivers
• Students come with prior knowledge
• Connect with lives of students

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Contrary to Popular Belief

• More Work?
• Works with every class?

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In Conclusion

• It takes more than beliefs to be a
  constructivist One must focus on the way
  children learn and allow them to take ownership
  of their learning.