Helping Students to construct Usable Knowledge
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The document discusses constructivist teaching principles and methods. It provides examples of how constructivist teachers: 1) encourage students to assess their own understanding and learning strategies; 2) believe students build knowledge by relating new information to prior knowledge; and 3) sometimes require students to restructure existing knowledge or change their understanding of concepts. The document also contrasts transmission and social construction views of teaching and learning, and describes strategies like scaffolding and inquiry-based learning that are commonly used in constructivist classrooms.
Helping Students to construct Usable Knowledge
- 7. “The student is not above the teacher, but everyone who is fully trained will be like their teacher.” • Luke 6:40
- 9. Classroom Vignette As you read, Think about how you would assess her method as a way to develop understanding and appreciation of setting as an element of literature.
- 10. Question 1.What do you think is the goal of the teacher? 2.How did the Teacher develop understanding of his/her student? 3.What kind of question does the Teacher used? 4.What kind of approach did the teacher use?
- 12. • Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "EXPERT LEARNERS." This gives them ever- broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN
- 13. You might look at it as a spiral.
- 14. "Trust in theLord withall thineheart; and lean notuntothine own understanding.In all thy ways acknowledgehim, and he shalldirect thy paths.“ Proverbs 3:5-6 -
- 15. • Constructivists believe that students build knowledge through a process of active construction that involves making connections between new information and existing networks of prior knowledge.
- 16. 3 Basic Constructivists Principle 1. Learners construct their own unique representations of knowledge? 2. Learners make sense of new information by relating it to their prior knowledge 3. Sometimes new learning results in restructuring of existing knowledge or a change in the learner’s understanding of a key concept.
- 17. Knowledge as Constructed Constructivism is basically a theory --
- 18. Knowledge as Constructed The core idea of constructivism that students develop new knowledge through a process of active construction. Students build representations of new learning ,”MAKING IT THEIR OWN”
- 20. The Role of Prior Knowledge • Network of Prior Knowledge that provide contexts for meaningful interpretation of new content are called SCHEMAS • KWL(Know-What-Learn)
- 21. KNOWLEDGE RESTRUCTURING AND CONCEPTUAL CHANGE • Filtering new content through schemas that are oversimplified,distorted,or otherwise invalid may cause student to develop misconceptions instead of the target conceptions.
- 22. Social Constructivist Views of learning and Teaching • Teaching in the zone of Proximal Development
- 23. Teaching and Learning as Transmission of information versus as Social Construction of knowledge
- 24. Transmission View 1. Knowledge as fixed body of information transmitted from teacher or text to student 2.Texts and teacher as authoritative sources of expert knowledge to which student defer Social Construction View 1. Knowledge as developing interpretations co-constructed through discussion. 2. Authority for constructed knowledge resides in the arguments and evidence cited in its support by students as well as by texts or teacher ; everyone has expertise to contribute
- 25. Transmission View 3.Teacher is responsible for managing students ‘ learning by providing information and leading students through activities and assignments. 4.Teacher explains, checks for understanding , and judges correctness of students responses. Social Construction View 3.Teacher and students share responsibility for initiating and guiding learning efforts. 4.Teacher acts as discussion leader who poses questions ,seeks clarification ,promotes dialogue ,helps group recognize areas of consensus and of continuing disagreement.
- 26. Transmission Views 5. Student memorize or replicate what has been explained or modeled. 6. Discourse emphasizes drill and recitation and response to convergent questions ; focus is on eliciting correct answers. Social Construction View 5. Student strive to make sense of new input by relating it to their prior knowledge and by collaborating in dialogue with others to co-construct shared understanding. 6. Discourse emphasizes reflective discussion of networks of connected knowledge ; question are more divergent but designed to developed understanding of the powerful ideas that anchor these networks ; focus is on eliciting students thinking.
- 27. Transmission View 7. Activities emphasize replication of models or application that require following step by step algorithms 8. Student work mostly alone , practicing what has been transmitted to them in order to prepare themselves to complete for rewards by reproducing by it demand Social Construction View 7.Activities emphasize application to authentic issues and problems that require higher order thinking 8.Students collaborate by acting as a learning community that constructs shared understanding through sustained dialogue.
- 28. 2 Timothy 2:15 “Do your best to present yourself to God as one approved, a worker who does not need to be ashamed and who correctly handles the word of truth.”
- 29. Sociocultural Views of learning and Teaching • Sociocultural Theorists view learning in classrooms as part of the more general enculturation that takes place as societies equip their new members with needed knowledge and skills.
- 30. Situated Learning • Given that knowledge is adapted to the settings , purposes , and tasks to which it is applied ( and for which it was constructed) • If we want to student to learn and retain knowledge in a form that makes it usable for application , to develop the knowledge in natural setting.
- 31. Scaffolding Students’ Learning • Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. • Instructional Scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).
- 32. SCAFFOLD INSTRUCTION (6 COMP..) 1.Developing … 2.Demonstrating… 3.Simplifying… 4.Controlling… 5.Providing feedback… 6.Motivating and Directing…
- 34. Transferring Responsibility from Teacher to Students. • The Teacher assumes most of the responsibility for structuring and managing learning activities and provides a great deal of EXPLANATION,MODELING AND SCAFFOLDING. • Students begin assume responsibility for regulating their own learning by asking questions and by working increasingly complex application.
- 35. • Deuteronomy 11:18-19 “ Fix these words of mine in your hearts and minds; tie them as symbols on your hands and bind them on your foreheads. Teach them to your children, talking about them when you sit at home and when you walk along the road, when you lie down and when you get up.”
- 36. Inquiry Teaching • IM immediately place student into application or Problem- solving contexts , then scaffold their progress as they develop answers to question or solution problems.
- 37. A Scaffolding Model of Teaching(8) 1. Pre-engagement 2. Establishing a shared goal 3. Actively diagnosing Learners understanding and needs. 4. Providing Tailored Assistance 5. Maintaining Pursuit of the goal 6. Giving feedback 7. Controlling for frustration and risk 8. Assisting internalization ,independence , and generalization to other contexts
- 38. Subject-Specific Variations on Basic Instructional Models • Literacy (Reading & Writing ) • Mathematics • Science • Social Studies
- 39. Constructivist Teaching : Appealing but Difficult • The Transmission Model as a Straw Person • Constrains on Constructivist Models • An Example ; Nuthall’s Research • Situational Differences in the Feasibility of Constructivist Teaching • Blending information Presentation with Social Construction of Knowledge.
- 40. Nuthall’s Research Effective discussion depends on a base of taken for granted knowledge that can be referred to without explanation and elaboration.
- 41. Conclusion about Constructivist Teaching(8) 1. Teacher elicit students ideas and experiences in relation to key topics , then fashion learning situations that help students elaborate on or restructure their current knowledge 2. Students are given frequent opportunities to engage in complex, meaningful , problem based activities.
- 42. Conclusion about Constructivist Teaching(8) 3. Teachers provide students with a variety of information sources as well as the tools( Technological and Conceptual ) needed to mediate learning. 4. Student work collaboratively and are given support to engage in task – oriented dialogue with one another
- 43. Conclusion about Constructivist Teaching(8) 5. Teacher make their own thinking processes explicit and encourage student to do the same through dialogue , writing , drawing , or other representations. 6. Students are routinely asked to apply knowledge in diverse and authentic contexts , to explain ideas , interpret texts, predict phenomena and construct arguments based on evidence, rather than to focus exclusively to the acquisition of predetermined”Right” answers.
- 44. Conclusion about Constructivist Teaching(8) 7. Teacher encourage students reflective and autonomous thinking in conjunction with the condition listed above. 8. Teacher employ a variety of assessments strategies to understand how students ideas are evolving and to give feedback on the processes as well as the product of their thinking.
- 45. • Matching Teaching Methods to Learning Goals • Planning your Teaching ;Face up the Complexities • Using Research to inform your Teaching