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Constructivist Learning

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Constructivist Learning The Constructivist Learning Theory The construction (not reproduction) of knowledge. Reflection on previous knowledge. – PowerPoint PPT presentation

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Title: Constructivist Learning


1
Constructivist Learning
2
The Constructivist Learning Theory
  • The construction (not reproduction) of knowledge.
  • Reflection on previous knowledge.
  • Multiple representations of reality.
  • First hand experience,
  • Secondary sources,
  • Dialogue

3
Continued
  • Authentic tasks in meaningful contexts (problem
    solving).
  • Autonomy in learning responsibility for their
    own learning.
  • Lead to alternative viewpoints and critical
    thinking.

4
The 4 Principles of Learning
  • Learners need
  • Enough previous knowledge and understanding to
    enable them to learn new things. They need to
    make links between new and old knowledge.
  • Provision for social interaction and discussion
    in groups of varying size with and without the
    teacher.

5
continued
  • 3. Contexts of learning that are meaningful.
  • 4. The awareness of their own thought processes
    being promoted.

6
Mental Activity
  • Without mental activity on the part of the
    learner it is unlikely that learning will take
    place.
  • Learning is ACTIVE not passive.
  • The role of the teacher is to recognise the
    importance of mental activity in learning.
  • For children to learn they need to engage with
    new information and become actively involved with
    it.

7
  • High priority is given to language in
    intellectual development.
  • Prior knowledge forms the basis of the
    contribution to the dialogue.
  • Working collaboratively, in pairs or small groups
    is the socially constructive approach to
    learning. By sharing methods of working it leads
    individuals to find the most suitable way for
    them to solve a problem.

8
Scaffolding
  • The teacher (generally) supports the development
    of learning through
  • Stimulating conversation with groups or
    individuals.
  • Through discussion
  • The provision of materials
  • Designing tasks
  • Lists of key words
  • Reminders
  • Writing frames

9
Vygotskys Zone
  • ZPD (Zone of proximal development)
  • In this zone children work effectively with
    scaffolding.
  • ZPD is a theoretical space of understanding which
    is just above the level of understanding.
  • The place the child will move to next.

10
LEARNING IS
  • A process of interaction between what is known
    and what is to be learnt.
  • A social process.
  • A situated process. Learning that takes place in
    familiar contexts.
  • A metacognitive process. The recognition of
    personal learning styles.
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