BY:KATHLEEN SCHIEL
Constructivism
T H E C O N S T RU C T I V I S M T H E O RY A R G U E S T H AT H U M A N S B U I L D N E W K N O W L E D G E A N D M E A N I N G T H R O U G H E X P E R I E N C E S .
S T U D E N T S L E A R N B Y D O I N G
L E A R N I N G I S A C T I V E R AT H E R T H A N PA S S I V E
G R E AT E M P H A S I S O N S O C I A L I N T E R A C T I O N
Key Points of Constructivism
Key People Associated with Constructivism
Jean PiagetJohn DeweyLev VygotskyJerome Bruner
“I hear and I forget, I see and I remember. I do and I understand.” -Confucius
Jean Piaget (psychologist) Developed the cognitive learning theory after observing children for many years
Defined four cognitive stages:Sensorimotor- (0-2yrs) learning takes place
mainly through senses and motor actionsPreoperational- (2-6/7 yrs) when children
begin to use symbols and imagesConcrete operational- (age 7) children begin
to think logically, can understand other points of view other than their own.
Formal operational- (age 12+/-) Children can think abstractly-understand cause and effect.
PSYCHOLOGIST THREE PRINCIPLES:
1 . INSTRUCT ION MUST BE CONCERNED WITH THE EXPER IENCES A ND CONTEXTS THAT MAKE
THE STUDENT W ILL ING AND ABLE TO LEARN (READINESS) .
2 . INSTRUCT ION MUST BE STRUCTURED SO THAT IT CAN BE EAS ILY GRASPED BY THE STUDENT
(SP IRAL ORGANIZAT ION) .3 . INSTRUCT ION SHOULD BE DES IGNED TO
FAC I L I TATE EXTRAPOL AT ION AND OR F I LL IN THE GAPS (GO ING BEYOND THE INFORMAT ION
G IVEN) .
Jerome Bruner
DEVELOPED SOCIAL COGNIT ION THEORIZED THAT LEARNING TAKES PLACE
WITHIN THE CONTEXT OF THE CHILD’S SOCIAL DEVELOPMENT AND CULTURE.
PROPOSED THAT CHILDREN HAVE A ZONE OF PROXIMAL DEVELOPMENT (THE
DIFFERENCE BETWEEN THE PROBLEM SOLVING ABIL ITY AND THAT A CHILD HAS
LEARNED THE POTENTIAL THAT THE CHILD CAN ACHIEVE FROM COLLABORATION WITH
A MORE ADVANCED PARTNER .
Lev Vygotsky
EDUCATIONAL PSYCHOLOGIST, PHILOSOPHER AND POLIT ICAL ACTIVIST
INFLUENCED AMERICAN EDUCATION S IGNIF ICANTLY
BELIEVED EDUCATION IS A SOCIAL PROCESSDEWEY’S NAME HAS BEEN L INKED TO MOVEMENTS
SUCH AS PRAGMATISMPRAGMATISTS BEL IEVED THAT THEORY IS ONLY AS
VALUABLE AS THE PRACTICAL EFFECTIVENESS IT HAS.
HAS BEEN CALLED THE FATHER OF AMERICAN EDUCATION
John Dewey
-Students individually perform an experiment and then come together as a class to discuss the results.
-Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.
-Films. These provide visual context and thus bring another sense into the learning experience.
Teachers: Have students work in groups instead of aloneCreate exciting lesson plans that motivate students to learnDevelop questions that guide students to their own conclusion
Classroom Implications
Classroom ImplicationsClassroom
Activities can include:
Students:Apply their current understandings to build new knowledge.Compare their understandings to that of their peers.Work collaboratively with others
I WOULD MOST CERTAINLY USE CONSTRUCTIV ISM IN MY CLASSROOM. I
THINK HAVING STUDENTS WORK TOGETHER TO FORMULATE THEIR OWN CONCLUSIONS IS A GREAT IDEA . I WILL TRY MY HARDEST
TO MAKE THINGS INTERESTING FOR EVERYONE AND HAVE THE STUDENT
ENGAGED IN THE LESSON. I KNOW I LEARN BET TER WHEN I AM INTERESTED AND I
WOULD LOVE TO SEE MY STUDENTS SUCCEED.
Ms. Schiel’s Classroom
" C L A S S R O O M . " O N L I N E @ S F S U . W E B . 1 9 A P R . 2 0 1 0 . < H T T P : / / O N L I N E . S F S U . E D U / ~ F O R E M A N / I T E C 8 0 0 / F I N A L P R O J E C T S / E I TA N K A P L A N /P A G E S / C L A S S R O O M . H T M > .
“ C O N S T R U C T I V I S M . " F U N D E R S TA N D I N G : E D U C AT I O N A N D T R A I N I N G F O R A C T I V E L E A R N E R S . W E B . 1 9 A P R . 2 0 1 0 . < H T T P : / / W W W. F U N D E R S TA N D I N G . C O M / C O N T E N T / C O N S T R U C T I V I S M > .
H O O V E R , W E S L E Y A . " T H E P R A C T I C E I M P L I C AT I O N S O F C O N S T R U C T I V I S M - S E D L L E T T E R , C O N S T R U C T I V I S M , V O L U M E I X , N U M B E R 3 , A U G U S T 1 9 9 6 . " W E L C O M E T O S E D L : A D V A N C I N G R E S E A R C H , I M P R O V I N G E D U C AT I O N . W E B . 1 9 A P R . 2 0 1 0 . < H T T P : / / W W W. S E D L . O R G / P U B S / S E D L E T T E R / V 0 9 N 0 3 / P R A C T I C E . H T M L > .
S H E L LY , G A R Y B . T E A C H E R S D I S C O V E R I N G C O M P U T E R S : I N T E G R A T I N G T E C H N O L O G Y A N D D I G I TA L M E D I A I N T H E C L A S S R O O M . B O S T O N , M A S S . : T H O M S O N / C O U R S E T E C H N O L O G Y , 2 0 0 8 . P R I N T.
Works Cited