Building Knowledge Through Experience

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Building Knowledge Through Experience
Constructivism

• Tarali Spong
• Michelle Penrod
• Nicole Sirbu

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Summary of the Theory

• Learning is a search for meaning
• Meaning requires understanding
• wholes as well as parts
• The purpose of learning is for an individual to
  construct his or her own meaning, not just
  memorize the "right" answers and regurgitate
  someone else's meaning.

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Summary of the Theory

• Learners construct their own understanding and
  knowledge of the world, through experiencing
  things and reflecting on those experiences
• Active creators of our own knowledge (adding to
  or modifying existing schema)
• Constructivist Buzzwords
• cooperative learning settings
• student-centered classrooms
• problem solving
• inquiry-based

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• Reflecting on our experiences, we construct our
  own understanding of the world we live in.

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The History of Constructivism
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The Main Men

• Socrates 469-399 BC asked directed questions
  that led students to realize for themselves the
  weaknesses in their thinking, encouraged dialogue
• Jean Piaget 1896-1980 knowledge is build on
  experiences that creates schemas, ages and stages
  of development (Cognitive Constructivism)
• Lev Vygotsky 1896-1934 knowledge comes from
  cultural and social influences and experiences
  with peers, teachers, parents, etc. (Social
  Constructivism)
• Jerome Bruner 1915-present learning is an active
  process, new ideas based on current or previous
  knowledge

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Other Noteworthy Theorists

• David Ausubel
• Seymour Papert
• John D. Bransford
• Ernst von Glasersfeld
• Eleanor Duckworth
• George Forman
• Roger Schank
• Jacqueline Grennon Brooks
• Martin G. Brooks

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How Constructivism Impacts Learning

• Curriculum
• calls for the elimination of a standardized
  curriculum
• promotes using curricula customized to the
  students' prior knowledge
• emphasizes hands-on problem solving

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How Constructivism Impacts Learning cont.

• Instruction
• focus on making connections between facts and
  fostering new understanding in students
• tailor teaching strategies to student responses
  and encourage students to analyze, interpret, and
  predict information
• rely heavily on open-ended questions and promote
  extensive dialogue among students

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How Constructivism Impacts Learning cont.

• Assessment
• calls for the elimination of grades and
  standardized testing
• becomes part of the learning process so that
  students play a larger role in judging their own
  progress (self-assessment)

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Comparison to Traditional Classroom Learning

• There are significant differences in basic
  assumptions about knowledge, students, and
  learning that exist between traditional and
  constructivist-based classrooms.

http//www.thirteen.org/edonline/concept2class/mon
th2/index_sub1.html
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A Classroom Comparison
BEHAVIORIST CONSTRUCTIVIST
Basic skills Big concepts
Fixed curriculum Student driven curriculum
Textbooks, workbooks Manipulatives, etc.
Repetition Interactive, build on schema
Teacher directed Student directed
Knowledge is inert Knowledge is dynamic
Individual work Cooperative learning
Traditional testing Authentic, ongoing assessment
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The Downfalls of Constructivism

• Time Consuming for teacher and learner
• Higher demands on learners
• Difficult to create detailed lesson plan
  because so much variation is possible
• Not the only orientation to learning you will
  ever need

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Investigations Math

• The goal of the Investigations program is to have
  children thrive in their exploration of math and
  enjoy mathematics in the process.

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Montessori Schools

• It is necessary for the teacher to guide the
  child without letting him feel her presence too
  much, so that she may always be ready to supply
  the desired help, but may never be the obstacle
  between the child and his experience.

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Webliography

• http//www.funderstanding.com/constructivism.cfm
• http//www.nwlink.com/donclark/hrd/history/constr
  uctivism.html
• http//www.thirteen.org/edonline/concept2class/mon
  th2/index_sub1.html
• http//college.hmco.com/education/snowman/psych_ap
  p/10e/instructors/course/ppt/2
• http//carbon.cudenver.edu/mryder/itc_data/constr
  uctivism.html
• http//expert.cc.purdue.edu/yangyc/index/theory/b
  asic/basic_constructivism.html
• http//web.cocc.edu/cbuell/theories/constructivism
  .htm