Cooperative Learning Constructivism

Teacher Tips

Constructivism
created by Kristen Lednum

What is constructivism? The Constructivist Classroom

Teacher vs. Student Roles

Pros and Cons Traditional vs. Constructivist Classroom Constructivism and Multimedia

What is constructivism?
Probably the most generally accepted principle of constructivism is that what a person knows is not passively received, but actively assembled by the learner (Jonasen, 1991). A second principle is that, the role of learning is to help the individual operate within his or her personal world (Grabe & Grabe, 2001).
Constructivism: A Concept Map http://www.uib.no/People/sinia/CSCL/HMM_Constructivism.htm

Grabe, M. and Grabe, C. (2001). Integrating Technology for Meaningful Learning. N.Y: Houghton Mifflin Company.

What is constructivism?
Lev Vygotsky Jean Piaget

John Dewey

Seymour Papert

Click on an expert above to hear their contribution to constructivism.

Classroom Compass. (1995). Building an Understanding of Constructivism. Retrieved July 11, 2003 from http://www.sedl.org/scimath/compass/v01n03/understand.html

Constructed
building upon previous knowledge to create new knowledge

Evolving
ideas are change throughout process of learning

Active
the student experiments, asks questions, and sets goals

The Constructivist Classroom

Reflected Inquiry-based
exploration of questions students discuss learning experiences and reflect upon understandings

Collaborative
students work together and learn from one another
Adapted from: What does constructivism have to do with my classroom? Disney Learning Partnership. Retrieved July 3, 2003 from http://www.thirteen.org/edonline/concept2class/month2/index_sub2.html

Teacher Roles vs. Student Roles

to be a facilitator to guide give cognitive support to be open minded to assess the learner individually

takes responsibility for his own learning learns new ways to learn uses technology to learn

Adapted from: Nordoff, Helga (1999). Constructivism and Technology Enhanced Learning Retrieved July 3, 2003 from http://hagar.up.ac.za/catts/learner/1999/nordhoff_hi/iro880/learning/construc.htm

Pros and Cons of Constructivism

children are actively involved concentrates on thinking and understanding students create organizing principles that they can take with them to other learning settings gives students ownership of what they learn students learn to question things promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Adapted from: are most successful with children from privileged backgrounds tend to produce a "tyranny of the majority," in which a few students' voices or interpretations dominate the group's conclusions constructivists have made themselves unaccountable for their students' progress students lag behind in basic skills.

What are the benefits of constructivism? Disney Learning Partnership Retrieved July 3, 2003 from http://www.thirteen.org/edonline/concept2class/month2/index_sub2.html

Adapted from: What are some critical perspectives? Disney Learning Partnership. Retrieved July 3, 2003 from http://www.thirteen.org/edonline/concept2class/month2/index_sub2.html

Emphasizes basic skills.

Emphasizes big concepts, beginning with the whole and expanding to include the parts. Pursuit of student questions and interests. Materials include primary sources of material and manipulative materials. Learning is interactive, building on what the student already knows. Teachers have a dialogue with students, helping students construct their own knowledge. Teacher's role is interactive.

Fixed curriculum. Materials are primarily textbooks and workbooks. Learning is based on repetition. Teachers disseminate information to students; students are recipients of knowledge. Teachers have a dialogue with students, helping students construct their own knowledge. Assessment is through testing, correct answers. Knowledge is seen as inert. Students work primarily alone.

Assessment includes student works, observations, and points of view, as well as tests. Knowledge is seen as dynamic, ever changing with our experiences. Students work primarily in groups.

Adapted from: How does this theory differ from traditional ideas about teaching and learning? Disney Learning Partnership. Retrieved July 3, 2003 from http://www.thirteen.org/edonline/concept2class/month2/index_sub1.html

Constructivism and Multimedia in the Classroom

Technology offers tools of creativity.
word processing and desktop publishing databases and spreadsheets digital photography and art applications multimedia and web-authoring programs

Technology offers various forums of communication.

email listservs live chats

Constructivism and Multimedia In the Classroom

Technology offers a vast amount of information. students can initiate searches educational institutions have posted useful material in the sciences, mathematics, literature, and social sciences current material on major events is immediately available

Graphics

Credits

thumbs up and thumbs down Bridal Information. Retrieved July 10, 2003 from http://www.bridalinformation.com/thumbs.htm students at computer NetDay Community Initiatives. Retrieved July 10, 2003 from http://www.netday.org/comm_msdelta.htm Jean Piaget Adolescent Development. Retrieved July 12, 2003 from http://www.ncsu.edu/chass/extension/ci/developmental.html John Dewey Essays on the Philosophy of John Dewey. Retrieved July 12, 2003 from http://www.ittheory.com/dewey.htm

Lev Vygotsky Davidson Films. Retrieved July 12, 2003 from http://www.davidsonfilms.com/vygfot02.htm
Seymour Papert The Macaroni Fellows. Retrieved July 16, 2003 from http://www.marconifoundation.org/pages/fellows/papert.htm

Main

Teacher Tips For Multimedia Projects

Develop the big idea of the unit. Have students interpret the key ideas into their own terms. Use open-ended questions. Allow students to make decisions or choices. Motivate students to incorporate their own appropriate creativity. Require students to try something new or take risks; ultimately expanding their knowledge of the technology being used. Apply knowledge (new and original) to the product. Make all group members accountable. Develop a tool for assessment (i.e. rubric) and use it throughout the project. Main Make the project relevant to students.