Eme2040 constructivism
- 1. EME 2040: Constructivism By: Kendra S. Katherine M. Laura A. Mariela P.
- 2. Key Points • Constructivism states that the students learn by doing • Learner forms much of what they learn or comprehends • It is centered on the student instead of a curriculum • Knowledge is constructed from experiences • Learning is active • Under Piaget’s theories, children learn to: – Create adaptation which is their cognitive understanding or development at any given time – Assimilate information and experiences – Accommodate their knowledge to make sense of their environment and the world around them
- 3. Key People • Although Confucius wasn’t listed as a main author of constructivism, he brought up an idea that stirred the concept of the theory. He stated “I hear and I forget. I see and I remember. I do and I understand.” • Jean Piaget influenced the constructivism movement even greater; he was a psychologist that developed the cognitive learning theory, which is made up of sensorimotor, preoperational, concrete operational, and formal operational. • Another persuader of this theory included Jerome Bruner, who proposed that learning is an active process; the learner has to construct new ideas or concepts based on the learner's knowledge. • Lev Vygotsky developed an idea called social cognition and he believed that learning was influenced by social development. • John Dewey believed that learners should engage and expand the experiences of the learners.
- 4. Classroom Implications • The teacher doesn’t just stand in front of the classroom and teach the students something new. The teacher acts as more of a guide who helps the students with learning and understanding what they already know. • Teachers cannot assume that all students understand things the same way. This requires teachers to create learning environments that help them understand what they already know and what they are going to learn. • In order to help students understand their previous knowledge, teachers need to create learning experiences that involve problems that are important to them. They also need to encourage students to work together in groups so that they may compare their knowledge with each other. • Sufficient time is needed in order to help the students reflect on their current understandings and line them up with their new ones.
- 5. Classroom Implications, Cont’d. • With technology such as computers, the teacher would merely act as the facilitator (and also as a learner), overseeing students’ work but only to the extent where independent learning is still enforced. • With computers, the students would play the role of “self-directed learner,” allowing them to become more independent and individualized in the learning process. They learn to access information, understanding there is “too much information to memorize” now. • Without technology, the students would merely learn to collaborate with their peers, and take control of their own learning rather than be “spoon-fed” by the teacher. The teacher will be around to be asked questions, but learning is ultimately the students’ responsibility. This is good, as it prepares them for similar responsibilities in college.
- 6. Constructivism and Personal Teaching • Frankly, as a teacher, I could still give a lecture and have the students be involved in Constructivism, for they are still able to construct knowledge based on previous knowledge this way. I would probably combine this method, with acting as a facilitator, observing other students’ interactions with peers and their independent ways of learning on something such as a computer. • If the student has questions or is clearly lost, then the teacher could jump in and provide the necessary assistance (keeping it at a minimum, however, to still encourage individualized learning techniques).
- 7. Works Cited • Hoover, Wesley A. "The Practice Implications of Constructivism." SEDL. SEDL, Aug. 1996. Web. 19 Apr. 2013 http://www.sedl.org/pubs/sedletter/v09n03/practice.html • “Constructivism.” Learning-theories.com. (n.d.). Web. 19 Apr. 2013. Retrieved from: http://www.learning- theories.com/constructivism.html • Matusevich, M. N. “School reform: what role can technology play in a constructivist setting?” 1995. Web. 19 Apr 2013. http://delta.cs.vt.edu/edu/fis/techcons.html • Images: www.freedigitalphotos.net