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Powell_ExpertiseConstructivism9-23-19.pptxConstructivism
Tamika Powell
EP5009519FA1OL
September 21, 2019
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Constructivist theory
According to Slavin (2018), “Learners must individually discover and transform complex information if they are to make it their own”(188).
Research by Slavin (2018) suggests that the most important principle for teachers to understand is that they can not give students knowledge, but they must facilitate the process so that students can construct knowledge in their minds.
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Cognitive Constructivism
Jean Piaget’s Theory
Constructivist Theories
Social Constructivism
Lev Vygotsky’s Theory
Two types of theories:
Jean Piaget’s Cognitive & Social
Lev Vygotsky’s Social Constructivism
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Concepts
Schema
Assimilation
Accomodation
Equilibration
Piaget’s Cognitive Constructivism
Principle
Learning is an active rather than passive process
Learning should be whole, authentic and real to be effective
First, we will look at Piaget’s.
Research by Robert E. Slavin (2018)supports that Piaget believed that a child’s cognitive ability goes through four stages with each stage being characterized with new abilities and ways of processing information.
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Assimilation
“Process of understanding a new object or event in terms of an existing scheme”(Slavin, 2018).
Piaget’s Cognitive Constructivism Concepts
Schema
“Constructed through the process of assimilation and accommodation, when going through four different stages of development. Piaget's four stages of development are:
Sensorimotor State (0-2 years)
Preoperational Stage (2-7 years)
Concrete Operational Stage (7-11 years)
Formal Operational Stage (11-adulthood)”
(Powell & Cody, 2009).
“Piaget believed that all children are born with an innate tendency to interact with and make sense of their environments. Young children demonstrate patterns of behavior or think”(Slavin, 2018)
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Accomodation
“When old ways of dealing with the world simply don’t work, a child might modify an existing scheme in light of new information or a new experience” (Slavin,2018).
Piaget’s Cognitive Constructivism Concepts
Equilibration
“Restoring the balance between what is understood and what is encountered” (Salvin, 2018).
“Piaget believed that all children are born with an innate tendency to interact with and make sense of their environments. Young children demonstrate patterns of behavior or think”(Slavin, 2018)
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Importance of Piaget’s Work in Education
Research by Slavin (2018) supports the following teaching implications:
Focuses on the process of children’s thinking, not only its products.
Recognizes the crucial role of children’s self-initiated, active involvement in learning activities.
Down plays the practices of making children adultlike in their thinking.
Acceptance of individual differences in developmental progress.
According to Slavin, (2018) “Piaget’s theory revolutionized, and in many ways still dominates, the study of human development. His theories focused attention on the idea of developmentally appropriate education” (p 31-32).
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Vygotsky’s Social Constructivism Concepts
According to Slavin (2018), “Four key principles derived from Vygotsky’s ideas have played an important role:
social learning,
the zone of proximal development,
cognitive apprenticeship,
mediated learning”
(p. 186).
Research by Slavin (2018) supports that today’s constructivists rely heavily on Vygotsky’s theories.
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Social Learning
Robert E. Slavin (2018) notes social learning is children learning through joint interactions with adults and more capable peers.
According to Philip and Duchesne (2016) “When learners listen to one another, draw from another’s ideas, and give feedback to each other, they are likely to be more effective in language learning” (Philp & Duchesne, 2016).
Research by Slavin (2018) supports that when children are exposed to their peers’ thinking, the learning becomes available to all students.
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Zone of Proximal Development (ZPD)
Based on Slavin’s (2018) research, the ZPD is the area just outside the child’s independent level or current current achievement level.
It’s in this range that the child isn’t
able to complete independently,
but can with the assistance of peers
or adults.
Zone of Proximal Development is the zone where children are able to understand, but with help of others.
Image Source
(n.d).photograph.Retrieved from https://www.researchgate.net/figure/A-visuAl-representAtion-oF-the-zone-oF-proximAl-development-zpd_fig1_291351520
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Cognitive Apprenticeship
Slavin (2018) stated that, “Constructivist theorists suggest teachers transfer effective model of teaching and learning to day-to-day activities in classrooms by engaging students in complex tasks and helping them through these tasks” (p.189).
According to Slavin (2018), “Teachers should also place students in heterogeneous, cooperative learning groups so that the more advanced students can help the less advanced peers through complex tasks” (p. 189).
Research by Slavin (2018) supports in contrary to being taught little bits of information at a time and building up to complex tasks, teachers should provide models, give feedback, and gradually release the responsibility back to the student.
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Scaffolding
According to Robert E. Slavin (2018), “This refers to the process by which a learner gradually acquires expertise through interaction with an expert, either an adult or an older or more advanced peer” (p.189).
According to Kang (2018), “Scaffolding is the temporary support that is placed around the outside of new buildings to allow builders to access the emerging structure as it rises. Once the building
is able to sustain itself, the builders remove the
scaffolding. In the same way, scaffolding,
in the context of literacy instruction,
provides temporary yet essential support
to assist learners in developing new
understandings” (p.175).
According to Slavin (2018), “Students should be given complex, difficult, realistic tasks and then be provided enough help to achieve these tasks, rather than being taught little bits of knowledge that are expected someday to build up to complex tasks” (p.189).
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Importance of Vygotsky’s Work to Education
Research by Slavin (2018) supports that every in order for teachers to best teach students, every teacher needs to:
Understand how children grow
Understand how children develop
According to Kosni, Menna, Dharamshi, and Beck (2017) “Practices that support teaching and learning based on the social constructivist theory:
Social interaction and dialogue
Environment deeply rooted in culture
More Knowledgeable Others (MKOs) helping students
Scaffolding
Progressing through the zone of proximal development (ZPD)
Constructive and timely feedback
Collaboration among students”(107).
Research by Bada and Olusegun (2015) supports that constructivism is more than just theoretical idea, but that it can significantly help the challenges that we face in teacher education today.
Importance of Vygotsky’s Work in Education
Research by Slavin (2018) supports that Vygotsky’s theories have had a major impression in the classroom and is widely used in most classrooms today.
Learning can take place only if instruction and activities fall within the zone of proximal development.
Teaching must also emphasize scaffolding, with a gradual release of responsibility.
Students also learn from each other, therefore, students should be arranged in cooperative learning groups of differing ability levels.
According to Slavin (2018), “Constructivist approaches emphasize top-down processing, in which students begin with complex problems or tasks and discover the basic knowledge and skills needed to solve the problems or perform the tasks. These approaches also emphasize cooperative learning, questioning or inquiry strategies, and other metacognitive skills” (209).
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According to Bada and Olusegun, (2015) “To date, a focus on student-centered learning may well be the most important contribution of constructivism” (p. 66)
Research by Krahenbuhl (2016) supports that constructivism is dominant in pedagogical theory within many educational circles and educational professors refer to constructivist pedagogy as "best practices”.
According to Krahenbuhl (2016)“Furthermore, many prominent educator associations including the National Council of Teachers of Mathematics, the American Association for the Advancement of Science, and the National Council for the Social Studies each have made conceptual changes over the past few decades that clearly reflect an endorsement for constructivist, discovery learning, and other forms of minimal guidance instruction as encouraged" (Krahenbuhl, 2016).
Details Related to Constructivism
According to Slavin (2018), “Piaget and Vygotsky both emphasized that cognitive change takes place only when previous conceptions go through a process of disequilibration in light of new information. Piaget and Vygotsky also stressed the social nature of learning, and both suggested the use of mixed-ability learning groups to promote conceptual change” (188).
Reference Slides
Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning, 5(6), 66-70.
Jitka, N., Jitka, P., & Pavlína, K. (2018). Teachers Concept of Constructivism in Real Conditions of School Teaching. Journal of Education and Training Studies, 6(11a), 133. doi: 10.11114/jets.v6i11a.3810
Kang, G. Y. (2018). Playing With Digital Tools With Explicit Scaffolding. Reading Teacher, 71(6), 735–741. https://doi.org/10.1002/trtr.1672
Kosnik, C., Menna, L., Dharamshi, P., & Beck, C. (2017). Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators. European Journal of Teacher Education, 41(1), 105–119. doi: 10.1080/02619768.2017.1372742
Krahenbuhl, K. S. (2016). Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97–105. doi: 10.1080/00098655.2016.1191311
Reference Slides
Philp, J., & Duchesne, S. (2016). Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics, 36, 50-72. doi:10.1017/S0267190515000094
Powell, K. C., & Cody, K. J. (2009). COGNITIVE AND SOCIAL CONSTRUCTIVISM: DEVELOPING TOOLS FOR AN i EFFECTIVE CLASSROOM , ., Kalina, Cody J., Education, 00131172, Winter 2009, Vol. 130, Issue 2. Education, 00131172, 130(2). doi: MasterFILE Premier
Slavin, R. E. (2018). Educational Psychology: theory and practice. Place of publication not identified: PRENTICE HALL.
