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Choong Charles

Constructivism as a Paradigm for Teaching and Learning - 0 views

www.thirteen.org/...index_sub2.html

shared by Choong Charles on 02 Sep 12 - Cached
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      The students are said to bring along prior knowledge. Using the prior knowledge, new knowledge and meaning is constructed. This is also a limitation: constructivism can't take place if student has no relevant knowledge
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      Constructivism is: 1) Constructed 2) Active 3) Reflective 4) Collaborative 5) Inquiry-based 6) Evolving
Choong Charles

Constructivism as a Paradigm for Teaching and Learning - 0 views

www.thirteen.org/...index.html

shared by Choong Charles on 02 Sep 12 - Cached
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      Theory/ Principle
  • it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
  • Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.
  • ...7 more annotations...
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      Example of how constructivism takes place in classroom
  • One of the teacher's main roles becomes to encourage this learning and reflection process.
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      Role #1
  • For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      Example
  • teachers help students to construct knowledge rather than to reproduce a series of facts.
  • The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.
Choong Charles

Translating Constructivism into Instructional Design - Potential and limitations.pdf - ... - 0 views

docs.google.com/...edit

shared by Choong Charles on 02 Sep 12 - No Cached
    • Choong Charles
      Choong Charles on 02 Sep 12
       
      Theory/ Principle of Constructivism
Sara Wilkie

8bigideas.pdf - 0 views

stager.org/8bigideas.pdf

papert 8bigideas constructivism constructionist

shared by Sara Wilkie on 22 May 13 - No Cached
  • Sara Wilkie on 22 May 13
     
    Dr Seymour Papert (1999)
Choong Charles

socialconstructivism.pdf (application/pdf Object) - 0 views

filebox.vt.edu/...socialconstructivism.pdf

shared by Choong Charles on 03 Sep 12 - No Cached
    • Choong Charles
      Choong Charles on 03 Sep 12
       
      The ontological nature of Social Constructivism is that reality is unknowable and has external validity. If there is a tree in the yard, social constructivists cannot know that it is a tree; they rely on others in their social group to verify that it is a tree, which is called "little t" truth. Even when the social group reaches a consensus about the nature of the tree, they still cannot know for a fact that it is a tree, that knowledge is truly unknowable.
Nigel Coutts

An Introduction to Design Thinking (Part Two) - 0 views

thelearnersway.net/...on-to-design-thinking-part-two

education technology teaching learning collaboration

shared by Nigel Coutts on 07 Jun 15 - No Cached
  • Nigel Coutts on 07 Jun 15
     
    In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise. Design thinking might be the answer.
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