Constructivism, Popular Education ( Lulia, Devy, Iman).pptx

this is about learning theory

1. CONSTRUCTIVISM, POPULAR EDUCATION BY Lulia Dwi Nirmala devy wulandari iman wahyudi

2. Definition 2 Constructivism more accurately described as philosophical approach than an instructional model Constructivism assert that knowledge cannot be transmitted from teacher to student. Rather, knowledge is constructed in the mind of the learner as a consequence of working trough real word situations.

3. Emphasizing the construction of knowledge in the learner’s mind, constructivism shares a point of view with cognitive models of teaching. The philosophy reveals social underpinnings by suggesting that learner are more likely to construct new ideas when they are engaged in creating and sharing useful artifact with others 3

4. As a philosophy, constructivism can be traced to the 18 TH century work of the Neapolitan Philosopher Giambatista Vico , who held that humans could only clearly understand what they have themselves constructed. With the advent of the information age, constructivism came to the forefront of educational debate. Duffy and Jonassen wrote : It is not that constructivism is a new perspective. Rather, we think that the two changes in our society- the volume of information we must manage and the new opportunities provided through technology-have caused us to revisit constructivism. The effect has been indirect. The information age and the technological capabilities have caused us to reconceptualize the learning process and to design new instructional approaches. Both the learning theories and the instructional approaches are consistent with the constructivist epistemology (1992). 4

5. Constructivist distinguish their views from other teaching theories by labelling nonconstructivists as objectivist. While constructivism calls for the development of authentic task as fundamental learning activities, objectivities attempt to guide learners through a series of objectives to incorporate knowledge existing in external reality. Objectivist believe that knowledge exist outside the learner’s mind and can, indeed, be transmitted from teacher to student. 5

6. Constructivist authentic task share a commonality with any learning model based on experience. A learner who is totally immersed in an activity is more likely to internalize the experience, building new ideas or through processes. Constructivist concept are based on the fundamental belief that knowledge does not exist in the exterior world. All knowledge is constructed in the mind of the learner. To construct new knowledge, learner must experience an activity, either its actual environment or in stimulated environment “ real “ enough to allow their total immersion in the situation. 6

7. CONSTRUCTIVISM Knowledge is represented internally as a personal interpretation of an individual’s experience. There is no correct meaning for which we are striving. All truth is relative. A lesson attempt to influence how learners think in a content domain; therefore, designer much attach themselves to a content domain in order to learn how experts solve problems in the domain. Emphasis is on developing thinking and learning skill Constructivism versus objectivism in Views of knowledge acquisition OBJECTIVISM Knowledge exist outside the person in objective reality. The external world is comp letely and correctly structured in terms of entities, properties, and relations. Teachers and learners strive for a complete and correct understanding of objective truth. Instructional design is separated from any particular content. General principles of learning apply across all content domains, with an emphasis on the acquisition of content knowledge Emphasis is on gaining content knowledge and skills. 7

8. 8 Constructivism versus objectivism in Instructional Design Practices CONSTRUCTIVISM Allow learner to set own objectives or allow objectives to emerge. Create e learning environment that encourages construction of under standing from multiple perspectives. Allow learners to control sequence and perspectives. Do not focus learner attention in ways that depart from the real word. Situate learner in real word context Teach through cognitive apprenticeship and individual discovery. Evaluate learning based on individual’s emerging goals, using real world criteria if possible. OBJECTIVISM Prespecify learning objectives: knowledge, skills, and attitudes to be learned. Use principles from psychology and media to design and sequence the instructional message, both at the macro and micro levels. Predefine the perspective that will be taught and the sequence of instruction. Use real world situations, but no at first. Star with clear cut, simplified examples and exercises. Practice newly learned concepts in real world contexts but usually only after prerequisite are achieved. Teach through a variety of methods within a controlled set of learning conditions. Evaluate learner’s progress against preset objectives.

9. Popular education In the popular education ( Learner- centered ) classroom, learners in small groups work through a sequence of tasks. The starting point for the task may be a minilecture, a map or chart included in the student workbook, or a movie clip related to the subject of the course, Participant are provided with open-ended question to use in discussing the material. 9

10. 10 Need Assessment and Design This approach requires a significant amount of preparation time for the needs assessment and design, and a significant degree of care and engagement on the part of the designer / instructor. The focus on preparation is one of the ways in which the design embodies respect for the attendees; the designer knows that attendees will be taking time of busy schedules and is accountable to the attendees to use the time as carefully as possible.

11. Relathionships and roles 11 Relationships between instructor and learners and among learners are considered the primary tools for creating relevant meaning in the classroom. The approach rooted in dialogue presumes that several elements are in place. The instructor and the participants are prepared to engage in dialogue with one another and with other participants, and they accept that the learning resulting from their discussions constitutes the most valuable use of their time together.

12. 12 Role of Instructor Before the session begins, at least several students have observed the instructor modelling an open and collaborative as a part of the needs assessment phase .This frees the instructor to concentrate on the interpersonal aspects of the session. The role of the instructor as a challenging. As he or she design the session and engages participant early in the workshop, the instructor has an activist role.

13. 13 Role of Learners From the beginning of an engagement , the learner-centered instructor demonstrates a commitment to being a partner in dialogue, not a pontificator on a certain body of content The learners needs to accept that the real work is done in small group.

14. P opular education alters the traditional balance of power implicit in the teaching relationship. Who is the authority? The instructor has the formal position and the responsibility of planning and conducting an appropriate learning session; The students, however, are the authority on what they need to learn and why. The two came together in a well prepared learner- centered session. 14

15. 12 Principles for Effective adult Learning 1. Need Assessment . 2. Safety 15 3. Sound Relationships 4, Sequence and reinforcement 5, Praxis 6, Respect for learners 7. Ideas, feelings, Actions 8. Immediacy 9, Clear roles 10. Teamwork 11. Engagement 12. Accountability

16. Thank you very much 16