LESSON 17
- 2. 1. DEFINE THE TERMS CONSTRUCTIVIST , ASSESSMENT , TECHNOLOGY AND LEARNING. 2. DEFINE WHAT IS CONSTRUCTIVIST TECHNOLOGY-SUPPORTED LEARNING. 3. DISCUSS THE AUTHENTIC ASSESSMENT. 4. DISCUSS THE ASSESSMENT USE IN A CONSTRUCTIVIST’S CLASSROOM. 5. DISCUSS THE BENEFITS OF CONSTRUCTIVISM.
- 4. DEFINITION
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- 7. DEFINITION
- 8. In a constructivist classroom, learning transcends memorization of facts. It is putting these isolated facts together, form concepts and make meaning out of them. It is connecting the integration of these facts and concepts to daily life. It is seeing the relevance of these facts and concepts to what we value and treasure in life. If this is what learning is form the eyes of the constructivist, then definitely the pure memorization (sometimes without understanding) done for a mere recall test does not jibe with such belief.
- 9. Learning transcends memorization of facts
- 11. Assessing Activity To what extent does the environment you have created to promote manipulation of real-world objects and observations based on activities? Learner Interaction with Real-World Objects Little of the learner’s time is Learners are often engaged spent engaged with tools in activities involving tools and objects found outside and objects found outside school. school. Observation and Reflection Students rarely think Students often stop and Students share frequent about or record the think about the activities observations about their results of actions taken in which they are engaged. activity with peers and during activities. interested adults. Learner Interactions Students manipulated none Students manipulated some Students manipulated all of the variables or controls variables and controls in or nearly all variables/ in environment. environment. controls in environment. Tool Use Students used no Students used some cognitive Students used nearly all cognitive tools. tools to support explorations/ cognitive tools effectively. manipulations.
- 12. Assessing Construction To what extent does the environment you have created cause learners to perceive puzzling dissonance and form mental models to explain the incongruity? Dissonance/Puzzling Students engaged in learning Learners frequently seem to Learners are consistently learning activities because be operating based on sincere striving to resolve disparity activities are required, curiosity about the topic of between observed and on rather than being an study. a sincere desire to know. intrinsic interest. Constructing Mental Models and Making Meaning Learners rarely create their own Learners are often expected Learners routinely wrestle understandings of how things to make sense of new with new experiences, work. experiences and develop becoming experts at theories. identifying and solving problems.
- 13. Assessing Cooperation To what extent does the environment you have created promote meaningful interaction among students and between students and experts outside of school? To what extent are learners developing skills related to social negotiation in learning to accept and share responsibility? Interaction among Learners Little of the learner’s time is Learners are often immersed spent gainfully engaged with in activities in which collaboration other students. with peers results in success. Interaction with People Outside of School Little of the learner’s time is Learners are often involved in activities spent gainfully engaged with in which there is significant learning experts outside of school. outside of school.
- 14. Assessing Cooperation Social Negotiation Little evidence that learners Learner’s are often observed Learners collaborate with ease. work together to develop in the process of coming to Negotiations become almost shared understanding of tasks agreement on the nature of invisible, yet the ideas of all or of solution strategies. problems and on the best team members are valued. courses of action Acceptance and Distribution of Roles and Responsibility Roles and responsibilities are Roles and responsibilities are Students make their own shifted infrequently; most shifted often, and such changes decisions concerning roles capable learners accept more are accepted by both the most and responsibilities, freely responsibility than the less and least capable. giving and accepting capable. assistance as necessary.
- 15. Assessing Authenticity Complexity The tasks learners face The tasks learners face are Students accept challenges as have been designed for embedded in theme-based they exist in real world using schools (i.e. separated into units that cross disciplines and languages, math science, and “subjects” and developed present issues in context. technologies to accomplish to simplify learning). important tasks. High-Order Thinking A large percentage of what Students are often asked Learners routinely generate is expected is memorization. to develop ideas and solutions, hypotheses, conduct Students are rarely asked to often in groups, and demonstrate investigations, assess results, evaluate, synthesize, or create. the abilities to create and reason. and make predictions. Recognizing Problems Students are not expected Students occasionally face Students frequently face to be problem finders, but ill-structured challenges and ill-structured challenges and are instead expected to be are expected to refine their develop proficiency in able to solve occasional problem as well as solve it. identifying and defining problems. well-structured problems. “Right Answers” The “problems” presented to learners The problems presented are new to learners, tend to have “right answers”, “correct” and generally are involve complex solutions of solutions that the students are varying quality, rather than “right answers”. expected to eventually reach.
- 16. Assessing Intentionality To what extent does the environment you have created cause learners to pursue important, well-articulated goals to which they are intrinsically committed? To what extent can learners explain their activity in terms of ho the activities relate to the attainment of their goals? Goal Directedness Learners are often pursuing activities Learners are generally engaged that have little to do with the attainment in activities that contribute to the of specified goals. attainment of specified goals. Setting Own Goals Learning goals are provided Learners are sometimes Learners are routinely responsible by educators. involved in the establishment for developing goals. of learning goals. Regulating Own Learning Learners’ progress is monitored Learners are involved Learners are responsible by others. as partners in monitoring for monitoring and reporting and reporting progress progress toward goals. toward goals.
- 17. Learning How to Learn Little emphasis is placed on metacognition. The culture of the learning environment There are few opportunities to discuss promotes frequent discussion of the the learning process with peers or educators. processes and strategies (both successful and unsuccessful) involved in learning. Articulation of Goals as Focus of Activity Learners don’t see the relationship Learners describe the activities in which between the activities in which they they are engaged in terms that relate are engaged and specified learning directly to the specified learning goals. goals. Technology Use in Support of Learning Goals The use of technology seems The use of technology contributes The use of technology makes unrelated to the specified to the attainment of specified a powerful contribution goals. learning goals. to the attainment of specified learning goals.
- 18. SUMMARY •In a constructivist, technology-supported learning, the traditional paper-and-pencil tests are not adequate to assess learning. •To measure the students' communication, analytical, integrative, evaluative and collaborative skills, authentic forms of assessment such as performance and product assessment are more reliable. •Scoring rubrics are a must in assessment. •As a teacher we must formulate some strategy and technique so that the discussion would be an interesting one for our student.
- 19. THANK YOU !!!
Editor's Notes
- #3: TE