Philosophical Underpinnings of Active Learning 2.pptx

ctive learning, in the context of education, is a pedagogical approach that involves engaging students actively in the learning process rather than passively receiving information. The philosophical underpinnings of active learning are rooted in several educational and philosophical theories:

1. Constructivism
Philosophical Roots: Constructivism, grounded in the works of Jean Piaget and Lev Vygotsky, posits that learners construct knowledge actively rather than passively absorbing it. Learning is seen as an active process where students build new understandings based on their experiences and prior knowledge.
Implication in Active Learning: Active learning strategies, such as problem-solving, group work, and discussions, align with the constructivist view by encouraging students to actively engage with content, collaborate with peers, and reflect on their learning.

1. Philosophical Underpinnings of Active Learning Pedagogies

2. Behaviorism

3. Learning Theories What is learning? How do we learn? What conditions help us learn well? What conditions keep us from learning well? What should people do to help students learn well Behaviorism The mastery of behaviors (habitual actions) By developing new behaviors (making them habitual) Cleverly designed practice routines of repetition that “reinforce” habitual actions (behaviors) Instruction that leaves the development of desired behaviors to chance Analyze behavior; use behavioral objectives; cultivate behaviors systematically Information Processing & Cognitive Psychology The processing of information by the mind (or brain) By observing, categorizing, generalizing, storing, and remembering Conditions that support information processing (e.g., classrooms that engage the mind) Conditions that interfere with efficient mental processes (e.g., fear, boredom) Teach in ways that cultivate thinking; plan activities that scaffold thinking Constructivism The individual’s personal (re)construction of existing knowledge By adjusting current knowledge and our mental frameworks to new knowledge Teachers who guide conceptual development and foil misconceptions Treating students as passive recipients of information “Facilitate” learning and actively engage the minds of students

4. Traditional Classroom Constructivist Classroom Strict adherence to a fixed curriculum is highly valued. Pursuit of student questions and interests is valued. Learning is based on repetition. Learning is interactive, building on what the student already knows. Teacher-centered. Student-centered. Teachers disseminate information to students; students are recipients of knowledge (passive learning). Teachers have a dialogue with students, helping students construct their own knowledge (active learning). Teacher’s role is directive, rooted in authority. Teacher’s role is interactive, rooted in negotiation. Students work primarily alone (competitive). Students work primarily in groups (cooperative) and learn from each other.

5. Traditional Teacher

6. Constructivist Teacher

7. What do you do once or twice every minute in your classroom 70,000 times in year?

8. Asking Questions

9. What kind of questions do teachers ask and why ?

10. What Research shows ? Teachers ask Managerial Questions Low Order Questions High order Questions Primary school teachers 57% 35% 8% Secondary school teachers 4% If you have been teaching for 15 years you probably asked 1 million questions

11. Why do we need variety of questions?

12. Because every student is different. Because we need a variety of outcomes. Because we need to create a “THINKING SOCIETY”

13. How do questions help in real life ?

14. Real life is about problem solving and decision making. It is seldom about reporting facts. And questions are the key to problem solving and decision making.