Constructivisim Approach Presentation 2025.pptx

Constructivism

1. Learners construct knowledge that makes sense to them. n ot innate, not passive development. New learning depends on current understanding. Learners u se previous knowledge as a foundation build on it with new things that they learn. Social interaction facilitates learning. Interaction and Negotiation amongst individuals. Meaningful learning occurs within real world tasks. Organisms can not be detached from their environment . All knowledge is personal. Having a distinctive point of view, based on existing knowledge and values. Learning exists in the mind. As they perceive each new experience, learners will continually update their own mental models CONSTRUCTIVISM Go

2. Benefits of CONSTRUCTIVISM It is active. It promotes students agency. It develops advanced skills such as critical thinking, analysis, evaluation, and creation. It promotes diverse viewpoints. It encourages students to reflect, evaluate their work, and identify intermediary skills to acquire based on their needs .

3. when it is presented in a way that allows learners to relate the information to prior experiences. Knowledge coming from experiences with natural objects or situations. problems difficult enough to motivate learners to look for more information and create new ideas S tudents are active members in their learning Teacher should evaluate the direction of learning experience and understand what is necessary for students to have new growth. Teacher helps and guides the learners. JOHN DEWEY Effective Education Experiential Education Real Life Problems Activeness Evaluator & Facilitator Teacher

4. JOHN DEWEY Dewey was invited by Atatürk to Turkey in order to improve Turkish National Education system. Dewey’s three-month-long study in Turkey was an ambitious project. He addressed issues of the overall educational program, the organization of the Ministry of Public Instruction, the training and treatment of teachers, the school system itself, health and hygiene, and school discipline. Within those broad topics, he studied and wrote about orphanages, libraries, museums, playgrounds, finances and land grants for education, and what we might call service learning or public engagement today .

5. An advocate of Piaget. Learning must have a purpose . Individuals have a need to learn “how to learn”. What is learned should serve the learners in future . Need to Cultivation of Excellence. challenging learners to make them use their full power making learners fully engaged in problems making the learners discovering the pleasure of full effective functioning. Flexibility of instruction In order to balance between the level of instruction and level of learners . JEROME BRUNER The ways in which information or knowledge are stored and encoded in memory . Rather than neat age-related stages (like  Piaget), the modes of representation are integrated and only loosely sequential as they "translate" into each other . Effective Education is achieved through following the modes progressively . man a course of study

6. Modes of REPRESENTATIONS

7. GEORGE KELLY man as scientist Constructive Alternativism ways of making sense of their worlds the notion that one does not have to disprove one proposition before entertaining one of its alternatives. Personal Construct Theory an individual person understands the world through developing a system of constructs that are personal to that individual, and which are the basis for interpreting experience . Being a scientist Individuals carry out their own personal experiments, construct hypotheses and actively seek to confirm/disconfirm them.

8. Bruner & Piaget Comparison Bruner agrees with Piaget Bruner disagrees with Piaget Children are PRE-ADAPTED to learning Children have a NATURAL CURIOSITY Children’s COGNITIVE STRUCTURES develop over time Children are ACTIVE participants in the learning process Cognitive development entails the acquisition of SYMBOLS Development is a CONTINUOUS PROCESS – not a series of stages The development of LANGUAGE is a cause not a consequence of cognitive development You can SPEED-UP cognitive development. You don’t have to wait for the child to be ready The involvement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a big difference The involvement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a big difference

9. CONTENT-BASED INSTRUCTION

10. APPROACH People learn language better when using it as a means of info acquisition. Content based instruction better reflects learners’ needs for learning a S.L.

11. THEORY OF LEARNING Motivating Content People learn better when the information is interesting, useful, and leading to a goal. Some areas are functional for Learners Some content areas are more useful as a basis for language learning than others. Geography is one of the best because (highly visual and contextual) Learner needs Students learn best when instruction addresses their needs. Background knowledge is important Teaching builds on the previous experience of the learners.

12. Things to do as a language teacher… Vary the format of classroom instruction. Use group work & team building techniques Organize jigsaw reading arrangements Define the background knowledge Help students develop coping strategies Use process approaches to writing Use appropriate error correction techniques Develop and maintain high levels of student esteem. Can we do as a language teacher? Be proficient enough in two areas ? (ELT & Content Area) Get enough incentives to be a content specialist language teacher? Be volunteer to be reassigned to content area programs? Determine the balance in between language & content area?

13. TYPES OF CBI

14. QUESTIONS To which competence can we relate the transferring what was learned from one situation to another ? If our construction of the world is weak, would our use of language be weak as well? Is it somehow related to Piaget's and Erikson's stages ? How much of constructivism could be applied into instructional program for learners of ESP . In a school in which sheltered instruction is applied , is it possible to make learners operate Bruner's all modes of thinking (Representations) while teaching school subjects in target language . Go Go Go Go