Group 8 Constructivism Presentation
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This document summarizes key aspects of constructivism including its major contributors like Piaget, Bruner, Vygotsky, and Dewey. It outlines constructivism's main points that learners create their own knowledge through active learning and collaboration. Implications for teachers are that they should spend more time on hands-on activities and interactive lectures. Students will learn by doing, drawing their own conclusions, and working with peers. An example of constructivism in the classroom is having students discover prime numbers by arranging counters in rows and columns.
![WORK CITED
Atherton J S (2011) Learning and Teaching; Constructivism in learning [On-line:
UK] retrieved 21 April 2013 from
http://www.learningandteaching.info/learning/constructivism.htm
Culatta, R. (2013). Constructivist theory (jerome bruner). Retrieved from
http://www.instructionaldesign.org/theories/constructivist.html
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012).Teachers discovering computers:
Integrating technology in a connected world. (7th ed.). Boston, MA:
Cengage Learning.](https://image.slidesharecdn.com/constructivismpresentation-130421212157-phpapp02/85/Group-8-Constructivism-Presentation-8-320.jpg)
Group 8 Constructivism Presentation
- 2. KEY CONTRIBUTORS Jean Piaget Defined four cognitive stages: sensorimotor, preoperational, concrete operational, and formal operational Jerome Bruner Believes constructivist learners are participatory learners; actively engaged Provides structure for instruction based on cognition Uses the socratic method and spiral curriculum when teaching Lev Vygotsky Found that children did better on tasks while working with an adult then working by themselves. The adult was not necessarily teaching them, but working with them on the specific task. John Dewey Emphasized how to use experience in education.
- 3. POINTS OF THEORY Learners create knowledge for themselves Active learning where the learner builds on current or past knowledge “Zone of proximal development”-collaboration with someone at a higher level of learning Anchored Instruction-student already has information where a basis for other information to connect or build upon, like an anchor
- 4. CLASSROOM IMPLICATIONS FOR TEACHERS: With Technology Teachers spend more time on hands on activities in the class that enable the student to “figure it out” in their own way. Lectures become more interactive through technology, allowing students to learn by doing. Without Technology Teachers do not spend a great deal of time standing in front of the class talking at the students. More time should be spent talking with the students. Experiments and activities are given as a way to find the answer or “find out what happens” as opposed to telling students do this to get this result.
- 5. CLASSROOM IMPLICATIONS FOR STUDENTS: With Technology Students should be prepared to use a variety of technology in their learning and have some prior knowledge on how to use them. Students will learn through seeing and doing more often. This includes using technology to interact during lectures. Without Technology Students cannot sit and stare at the teacher during lectures. They must be focused on what is being said so they can draw their own conclusions. Students will be able to enjoy learning because they can be more involved in the learning process and learn their own way.
- 6. APPLYING CONSTRUCTIVISM FOR OUR TEACHING Actively engage students by having them formulate their questions and find the answers on their own. Allow students to work collaboratively with others who are at different levels of learning. This ensures that they get diverse outlooks on subjects as well as the benefit of learning from a higher level student. Provide scenarios where students can actively incorporate what they have learned for a hands-on approach.
- 7. EXAMPLE OF HOW CONSTRUCTIVISM IS USED IN THE CLASSROOM This example was found on the Instructional Design website and created by Jerome Bruner in 1973. Students learn about prime numbers by setting out beans or counters in rows and columns. They discover that certain numbers can not be arranged in even rows or columns. The student will soon realize that these are what we call prime numbers.
- 8. WORK CITED Atherton J S (2011) Learning and Teaching; Constructivism in learning [On-line: UK] retrieved 21 April 2013 from http://www.learningandteaching.info/learning/constructivism.htm Culatta, R. (2013). Constructivist theory (jerome bruner). Retrieved from http://www.instructionaldesign.org/theories/constructivist.html Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012).Teachers discovering computers: Integrating technology in a connected world. (7th ed.). Boston, MA: Cengage Learning.