Learning Theory (Constructivism)

Learning Theory, constructivism, education, ICT in education learning theory, theory, classroom implementation of learning theory, thought of learning theory, way of implementation of theory in ICT, constructivist classroom, methods in a constructivist classroom

1. A Presentation on CONSTRUCTIVISM Parshuram Sharma 1

2. Constructivism 2

3. Constructivism Constructivism argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas . Constructivism theory views learning as a process in which individuals construct meaning basing on prior knowledge and experience. It has influenced a number of disciplines, including psychology, sociology, education and the history of science. During its infancy, constructivism examined the interaction between human experiences and their reflexes or behavior-patterns. Constructivism is not a specific pedagogy. In both Piaget's and Vygotsky's models, teachers are facilitators not directors. 3

4. Key Points of Constructivism Constructivism is child-centered, rather than curriculum based focus of teaching should be on the development of a suitable environment for constructing knowledge rather than for its transfer . Constructivism focuses on knowledge construction, not knowledge reproduction It is a belief that one constructs knowledge from one's previous experiences. Everyone's view of the external world differs from others because of their unique set of experiences, the ideas and interests of children drive the learning process . 4

5. Continue…… Students construct new understandings using what they already know, and prior knowledge influences what new or modified knowledge they will construct from new learning experiences, Learning is active rather than passive, Children may need different experiences to advance to different levels of understanding. Focus on student-centered learning may well be the most important contribution of constructivism . The ICT based technological and pedagogical framework will help to engage students’ curiosity and initiate learning, leading to critical and analytical thinking . 5

6. Continue… Teachers are flexible- they are the facilitator , creating a learning context in a school where students learn how to learn, in a learner-centered environment 6

7. Constructive Learning Model 7

8. IMPORTANT CONTRIBUTORS Jean Piaget Lev Vygotsky Social constructivists emphasis the social contexts of learning and that knowledge is mutually built and constructed. They believes that learning is life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. 8

9. According to Jean Piaget Jean Piaget called these systems of knowledge schema . Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching method in education and is an underlying theme of many education reform movements . According to Jean Piaget  the three mechanisms used are:   Assimilation - fitting a new experience into an existing mental structure(schema).   Accommodation - revising an existing schema because of new experience.   Equilibrium - seeking cognitive stability through assimilation and accommodation. 9

10. According to Lev Vygotsky Vygotsky describes it a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The implications of Vygotsky's model for teaching are to establish opportunities for students to learn with the teacher and peers in constructing knowledge and understanding. 10

11. According to Lev Vygotsky Making meaning - the community places a central role, and the people around the student greatly affect the way he or she sees the world.   Tools for cognitive development - the type and quality of these tools (culture, language, important adults to the student) determine the pattern and rate of development.   The Zone of Proximal Development - problem solving skills of tasks can be placed into three categories: Those performed independently by the learner. Those that cannot be performed even with help. Those that fall between the two extremes, the tasks that can be performed with help from others. 11

12. Linkage of ICT to Constructivism Generates new ways of teaching and learning through computers. It constitutes a shift from teacher centered to learner centered pedagogy. It decreases memorization and rote learning. It increases critical thinking for learners. Encourages activities in small groups of learner, also the pace of these activities are determined by learners. Encourages interaction and cooperation among students, teachers and expertise regardless of where they are. ICT enhances integrative learning that is transforming theories to practice. 12

13. How to use in ICT Active participation of learner rather than just telling them answers. By collaborative activities that embed learning in a meaningful context and through reflection on what has been learned through conversation with other learners. Cognitive tools are designed to make learners think harder about the subject matter being studied while generating thoughts that would be impossible without the tool. 13

14. Challenges Shortage of well qualified teachers Expensive ICT devices Opportunity for training are mostly limited to few urban center Shortage of infrastructure eg electricity, internet connection and ICT buildings . Syllabus is out of date with respect to the evolution of technology. Poor Government policy. 14

15. Communication in a constructivist classroom: The interaction in the class is recipricol rather than teacher-centered. Students are engage with their activities rather than listening. Teacher asks questions rather than giving directions. Students’ voices are heared mostly rather than the teacher’s. 15

16. Communication in a constructivist classroom: Teacher speaks less than the students. Teacher’s and students’ questions are not for only a single word. Students’ speaking in normal tone is enough for taking the other students’ or the teacher’s attention. Teacher’s speaking in normal tone is enough for taking the students’ attention. Students help to each other. 16

17. Techniques and methods in a constructivist classroom: Teacher encourage direct student intellectual involvement trhough: Discussion Small group work Student presentation Debate Simultations Brain-storming Individul study 17

18. Techniques and methods in a constructivist classroom: Teacher acceptes and encourages students autonomy. Teacher acceptes induvidual differences. Students are asked open-ended questions and allowed time for resdonding. Teacher encourages students to higher-level thinking. 18

19. Evaluation in a constructivist classroom: The purpose is to help students for learning. Learned information are evaluated not memorized ones. During evaluation, learning continues. Whether the information is appropriate for situation or not is evaluated. 19

20. Evaluation in a constructivist classroom: The process of learning is evaluated not the outcomes of the learning. Performance, problem based learning, group works and practical matters sare used for evaluation. The basic of evaluation is to direct them sharing and give them opportunities. 20

21. Thoughts on Constructivism It allows for more opportunities in the classroom rather than just traditional lectured based teaching. Being able to actively participate and visualize lessons allows the students to learn by doing instead of just listening. We believe that the constructive style of teaching is an effective method because it challenges the students to think and formulate ideas based on what they already know. This approach is definitely something that we will use in our own classroom. 21

22. Thank You 22