Humanistic-Constructivist Theories 2013 (1)

7/27/2019 Humanistic-Constructivist Theories 2013 (1)

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The humanistic approach andconstructivist point of views on

learning, and their application in theclassroom

LEARNING THEORIES ANDPROCESSES


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DEFINITION

HUMANISM - a method of beliefs concerned withthe needs of people and not withthe religious ideas

APPROACH - a method of doing something ordealing with the problem

HUMANISTIC APPROACH

A method of doing something that concerned withthe needs of people


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The basic objectives of humanistic approachin education are to encourage students to :

Be self-directed and independent

Take responsibility for their learning

Be creative and interested in the arts

Be curious about the world around them


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There are 5 principles of Humanistic Approach in

education

(i) Self-direction

(ii) Wanting and knowing how to learn

(iii)Selfevaluation

(iv)The importance of feelings

(v)Freedom from threat


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# Students can choose what they want to learn

# The teachers should not interfere or determining

students decision

# Let the students to initiate the activity they want

and then ask teachers simply to provide information

and equipments for them to use in their activity.


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how to learn

# Learning how to learn is more important than

acquiring factual knowledge

# Teachers can play their role by helping the studentslearn how to learn

# Should emphasize more on thinking process rather

than teaching determination


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# Humanistic educators believe that grading systems

are irrelevant

# The students will not achieve their personal

satisfaction

# According to Holt (1964),

Comparisons and grades are seen as humiliating

the child


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# Humanistic educators believe that bothfeelings and knowledge are important to

the learning process# As teachers, we should concern aboutour students feelings


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# The learning can be easiest and meaningful ifit takes place in a non-threatening situation

# Non-threatening situation is when thestudents feel unstressed and able to overcometheir pressure


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in the classroom

(1) Teacher as a facilitator

# teacher guides the activity which has been done by thestudents

(2) Enhance critical thinking

# the whole class will take part in the activity by havingcritical thinking process

# by practicing critical thinking system, well producestudents who are able to express their views and able to

think deep beyond(3) Establish privacy files

# privacy files so that the students will know their level

# can only be opened by the individual itself


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(4) Fair learning

# teachers should apply a fair learning process

which every student is given chance to show theirability and free to express their view

# everything being taught by us must be explain toall and not to particular person only

(5) Provide non-threatening environment

# instead of giving the task individuality, the teachercan set the task in group but evaluate individually


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To the growth of

Humanistic Education

(1) CARL ROGERS

5 learning theories (i) Personal experience

(ii) Perfect self-esteem

(iii) The reality of self-esteem

(iv) Build one-self

(v) The choice of behaviour

that not against ones belief

(2) ABRAHAM MASLOW

Hierarchy of human needs


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There are 5 learning theories by Carl Rogers :

(1) Personal Experience

# Each individual has their own experience which

depends on ones surrounding# Ones experience and thought cant be perceived by

others

(2) Perfect Self-Esteem

# Every person has desired to be successful and happy

# Intrinsic motivationis important in order toencourage students to excel


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(3) Realization of Self-Esteem

# as teachers, we must try to understand the studentsbehaviour

# the best way to understand a person is throughcommunication

(4) Self-development# we know ourselves based on our experience, ability and

strength

# if the experience that have been faced is negative, so hisindividual concept will be negative too

(5) The choice of behaviour that is not against ones belief

# we should show behaviour that based on our belief


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Hunger / thirst

To feel secure and safe

To be with others

To achieve / compete

HIERARCHY OFHUMAN NEEDS


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CONSTRUCTIVIST POINT OF VIEW

ON LEARNING

CONSTRUCTIVISM

WHAT IS

CONSTRUCTIVISM?

THEORIES

FORMSTHE

CONSTRUCTIVIST

CLASSROOMCOGNITIVE

SOCIALVYGOTSKYSPIAGETSAPPLICATION


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What is constructivism?

- a view of learning based on the belief thatknowledge is not a thing that can be simply

given by teacher.

- knowledge is constructed by learners

through an active, mental process of

development

- learners are the builders and the creators ofmeaning and knowledge.


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is important..

- as the educational curricula are changing

TRANSMISSIONCURRICULUM

TRANSACTIONALCURRICULUM

Traditional curriculum -

students are passively listen,

acquire facts

Students are activelyinvolve - to reach new

information


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Students do not simply memorise or take on othersconceptions of reality students create their ownmeaning and understanding.

Learning as the result of mental construction;fitting new information + present information =construct own understanding

Learning affected by the context and beliefs andattitudes of the leaner is encouraged to inventown solutions, hypotheses, and try out ideas.


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PIAGET VYGOTSKY

Learning occurs by an activeconstruction of meaning,rather than by passiverecipience.

Students makesense of the newinformation

Personal construct- whichpropose about the look ataround the world throughpatterns which we create.

Students create their ownways of seeing the world inwhich they live


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It is based on Piagets work

Focus on individual, internal constructions ofknowledge

Emphasizes on individuals search for meaning as

they interact with the environment

-E.g: the learners background knowledge,

where more knowledge provided by parents,

thus - better understanding for learners.

COGNITIVE CONSTRUCTIVISM &

SOCIAL CONSTRUCTIVISM

i) COGNITIVE CONSTRUCTIVISM:


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ii) SOCIAL CONSTRUCTIVISM

It is influenced by Vygotskys work

It suggests that knowledge is 1st constructed ina social context

Emphasizes the process of sharing individual

perspectives; collaborative elaboration

learners constructed understanding wouldnt be

alone

Emphasizes on teachers role in encouraging

collaborative work among students

Social interactionstudents-teacher, students-

studentsboth will gain benefits


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CONSTRUCTIVIST CLASSROOM

STUDENT-CENTERED

TEACHERSLEARNERSMore focus on students

learning than a teachers

teaching

Focus on speaking and

listening

Active,

independent

learners

Researchers/

supporters only


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STUDENT-CENTEREDLEARNERS TEACHERS

Interactive nature

Sharing responsibility

among teachers andstudents

Demonstrate

mutual respect

Active/meaningful

learning

Provide

students with

experiences

Promotes

communication

Createsflexibility

In a central

position

Are perceived asmeaning-maker


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The Teachers should:

Listening to students ideas and encouraging them

Encouraging students to actively participate in doing,discussing and creating

Providing more than one source of information so

students can see different perspectives and havemany inputs

Encouraging students to compare and contrast ideas

Including writing, so that students can think through

their ideas


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APPLICATION IN THE CLASSROOM

1) Inquiry and Problem-based Learning

Problem launches students inquiry

The problem presentedhas yes or no answer.

2) Group Work and Cooperation in learning

Several students working together

All members in group must be cooperative

Evolving constructivist perspectives on learning


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3) Making Cooperatives Learning Work

5 elements that define true cooperative learninggroup (David & Johnson, 1999) :

i) face-t-face interaction

ii) positive interdependenceiii) individual accountability

iv) collaborative skills

v) Group processing

e.g.: Jigsawan early format for cooperativelearning that emphasizes highinterdependence


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4) Dialogue and Instructional

Conversations instructional conversations becausethey are

designed to promote learning but it includesconversations not lectures

Teachers goalto keep everyone cognitivelyengaged in a substantive discussion

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Humanistic-Constructivist Theories 2013 (1)