Constructivism

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Constructivism

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What is Constructivism?

• Constructivism is a theory
• of how people learn.
• It is based on the idea that knowledge is
  constructed by learners through an active, mental
  process of development.

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• Some defining ideas behind constructivism
• Learning depends on what we already know
• New ideas occur as we adapt and change our old
  ideas
• Learning involves inventing ideas rather than
  just accumulating facts
• Learning involves reflection of what we know and
  assimilating new ideas into existing ideas
• Learning occurs by active construction of
  meaning- not passivity
• Learning involves language
• Learning is a social activity
• Learning is contextual

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• It is NOT Constructivist Math
• It is NOT New Math
• John Dewey (1859-1952)
• Lev Vygotsyky (1896- 1934)
• Jean Piaget (1896- 1980)
• Jerome Bruner (1915)
• It is NOT about playing with manipulatives
• It is NOT wishy washy

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Traditional vs Constructivist
Traditional Constructivist

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Traditional vs Constructivist
Traditional Constructivist
Students work primarily alone Students work primarily in groups
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Traditional vs Constructivist
Traditional Constructivist
Students work primarily alone Curriculum is presented part to whole Students work primarily in groups Curriculum is presented whole to part
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Traditional vs Constructivist
Traditional Constructivist
Students work primarily alone Curriculum is presented part to whole Emphasis on basic skills Students work primarily in groups Curriculum is presented whole to part Emphasis on the big concept
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Traditional vs Constructivist
Traditional Constructivist
Students work primarily alone Curriculum is presented part to whole Emphasis on basic skills Teachers provide information for students Students work primarily in groups Curriculum is presented whole to part Emphasis on the big concept Teachers facilitate learning
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Traditional vs Constructivist
Traditional Constructivist
Students work primarily alone Curriculum is presented part to whole Emphasis on basic skills Teachers provide information for students Students viewed as blank slate Students work primarily in groups Curriculum is presented whole to part Emphasis on the big concept Teachers facilitate learning Students are viewed as thinkers
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Traditional vs Constructivist
Traditional Constructivist
Students work primarily alone Curriculum is presented part to whole Emphasis on basic skills Teachers provide information for students Students viewed as blank slate Teachers seek correct answers to validate Students work primarily in groups Curriculum is presented whole to part Emphasis on the big concept Teachers facilitate learning Students are viewed as thinkers Teachers encourage reasoning to validate answers
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• We want them to struggle to invent a solution
  because it is this struggle that stimulates the
  construction of new relationships.
• (Developing Mathematical Reasoning
• in K-12, p. 86)

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• Mathematics instruction is most effective when
  students experience ideas in a setting that is
  potentially meaningful to them- in a setting
  where they are encouraged to give meaning to
  their experiences rather than follow set
  procedures

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• Teaching for understanding- no matter the shape
  or form it takes- means that students and
  teachers need more time together time to make
  mistakes, time to go off on tangents, time to let
  ideas bubble and stew
• (Teaching for Understanding)

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• .meaningful learning depends on giving students
  opportunities to be actively involved in
  knowledge construction
• (Sask Learning)

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• Teachers must facilitate, but they must also
  listen. It is through listening that teachers
  will better know their students, and the
  students needs in order to create conditions
  necessary for learning to occur.

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• The classroom should be a place to think and
  investigate,
• and not a place
• to accept and regurgitate

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• When we allow children time to think, when we
  listen to their explanations, when we create an
  environment that values their work, we are
  showing students that we believe they can solve
  problems.

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• No matter how lucidly and patiently teachers
  explain to their students,
• they can not understand for their students.
• (Schifter Fosnot)

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• The more students memorize our words the less
  likely they are to have their own.
• (Corwin)

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• The aim of education should be to teach the child
  to think, not what to think.
• (John Dewey)

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• Enjoy your planning time!