Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
toTeachingandLearning
JanetGiesen
FacultyDevelopmentand
InstructionalDesignCenter
NorthernIllinoisUniversity
Introductions
Yourname
Yourdepartmentorunit
Yourexperiencesorknowledgeof
constructivism
Whyhaveyoujoinedustoday?
Overview
Learningcycle
Constructivism
Learningtheory
Process
Instructionalstrategy
Classroomapplications
Instructorandstudentroles
LearningCycleor5Es
Engage
Extend
Evaluate
Explain
Explore
Howwouldyoudefineconstructivism?
Adefinitionofconstructivism
Fundamentally,constructivismsaysthat
peopleconstructtheirownunderstandingand
knowledgeoftheworldthroughexperiencing
thingsandreflectingonthoseexperiences.
Source:ThirteenEdOnline(2004)
Constructivismisalearningtheory
Learningisanactiveprocess
Knowledgeisconstructedfrom(andshaped
by)experience
Learningisapersonalinterpretationofthe
world
Sources:Christie(2005);Kruse(n.d.)
Constructivismisalearningtheory
Emphasizesproblemsolvingand
understanding
Usesauthentictasks,experiences,settings,
assessments
Contentpresentedholistically notin
separatesmallerparts
Sources:Christie(2005);
Constructivismisaprocess theinstructor
Adaptcurriculumtoaddressstudents
suppositions
Helpnegotiategoalsandobjectiveswithlearners
Poseproblemsofemergingrelevancetostudents
Emphasizehandson,realworldexperiences
Seekandvaluestudentspointsofview
Socialcontextofcontent
Sources:Christie(2005);Honebein(1996)
Constructivismisaprocess theinstructor
Providemultiplemodesofrepresentations/
perspectivesoncontent
Createnewunderstandingsviacoaching,
moderating,suggesting
Testingshouldbeintegratedwiththetaskand
notaseparateactivity
Useerrorstoinformstudentsofprogressto
understandingandchangesinideas
Sources:Christie(2005);Honebein(1996)
Constructivismisaprocess thestudent
Helpdevelopowngoalsandassessments
Createnewunderstandings(viacoaching,
moderating,suggesting)
Controllearning(reflecting)
Source:GrennonBrooks&Brooks,1999
Constructivismisaprocess thestudent
Memberofcommunityoflearners
Collaborateamongfellowstudents
Learninasocialexperience appreciate
differentperspectives
Takeownershipandvoiceinlearningprocess
TraditionalClassroom
Constructivist Classroom
Beginswithpartsofthewhole
emphasizes basicskills
Beginswiththewhole expandingtoparts
Strict adherenceto
fixedcurriculum
Pursuitofstudent questions/interests
Textbooksandworkbooks
Primarysources/manipulativematerials
Instructorgives /
studentsreceive
Learningisinteractionbuilding
onwhatstudentsalready know
Instructorassumesdirective,
authoritativerole
Instructor interacts/
negotiateswithstudents
Assessment viatesting/
correctanswers
Assessmentviastudent works,observations,
pointsofview,tests.Processisasimportant
asproduct
Knowledge isinert
Knowledgeisdynamic/changes with
experiences
Studentsworkindividually
Studentsworkin groups
Thirteen Ed Online (2004).
Constructivismisan
instructionalstrategy
Involvescollaborationbetweeninstructors,
studentsandothers(communitymembers)
Tailoredtoneedsandpurposesofindividual
learners
Featuresactive,challenging,authenticand
multidisciplinarylearning
Source:Christie(2005)
Constructivismisan
instructionalstrategy
Constructivismcanhelpstudents
Pursuepersonalinterestsandpurposes
Useanddevelophisorherabilities
Buildonhisorherpriorknowledgeand
experiences
Developlifelonglearning
Source:Christie(2005)
Constructivismisan
instructionalstrategy
Constructivismencouragesinstructorsto
provideforeachstudents
Preferredlearningstyle
Rateoflearning
Personalinteractionswithotherlearners
Source:Christie(2005)
Applyingconstructivismintheclassroom
Poseproblemsthatareorwillberelevantto
students
Structurelearningaroundessentialconcepts
Beawarethatstudentspointsofvieware
windowsintotheirreasoning
Source:ThirteenEdOnline,2004
Applyingconstructivismintheclassroom
Adaptteachingtoaddressstudents
suppositionsanddevelopment
Assessstudentlearningincontextof
teaching
Source:ThirteenEdOnline,2004
Implementingconstructivism
inanonlinesetting
Individualityandchoiceinpracticaltasks;
negotiatedreporttitles
PracticaltasksuseInternettocreateWeb
pages,conceptmaps,etc.
Videosreplace(some)lectures
Examsreplacedbyreportsonissueor
researchonInternetresources
Workinpairs,groups Blackboardsupported
Source:http://www.keele.ac.uk/depts/aa/landt/lt/talwt/materials/examplesofconstructivism.pdf
Studentcenteredvs.instructordominatedlearningenvironment
Instructor
Student
Facilitatorofknowledge
Adaptivelearner
Colearner/collaborator
Collaborator/colearner
Developerofinstruction
Codeveloperofgoalsandobjectives
Reflectiveinstructor
Knowledgeseeker
Discovery facilitator
Knowledgecreator
Negotiatorofknowledge
Reflective learner
Teammember
Learningthroughdiscovery
Informationreceiver
Negotiator ofknowledge
Coach/facilitator
Teammember
Activelearner
Responsiblelearner
Mediateownlearning
Constructivismsummary
Shiftsemphasisfromteachingtolearning
Individualizesandcontextualizesstudentslearningexperiences
Helpsstudentsdevelopprocesses,skillsandattitudes
Considersstudentslearningstyles
Focusesonknowledgeconstruction,notreproduction
Usesauthentictaskstoengagelearners
Providesformeaningful,problembasedthinking
Requiresnegotiationofmeaning
Requiresreflectionofpriorandnewknowledge
Extendsstudentsbeyondcontentpresentedtothem
Sources:Christie(2005);Clarkson&Brook(n.d.);MurphycitingJonassen,1994
TakeWorkshopQuiz
Selectedresources
Christie, A. (2005). Constructivism and its implications for educators.
http://alicechristie.com/edtech/learning/constructivism/index.htm
Clarkson, B., & Brook, C. (n.d.). I cant understand why I didnt pass: Scaffolding student
activities. http://www.ascilite.org.au/conferences/perth04/procs/pdf/clarkson.pdf
Grabowski, B. (2004). Generative learning contributions to the design of instruction and
learning. In D. H. Jonassen (Ed.), Handbook of research on educational
communications and technology (3rd ed.), pp. 719-743. Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.
Grennon Brooks, J., & Brooks, M. G. (1999). In search of understanding: The case for
constructivist classrooms. Alexandria, VA: Association for Supervision and
Curriculum Development.
Honebein, Peter. C. (1996). Seven goals for the design of constructivist learning
environments. In Wilson, Brent. G. (Ed.). (1996) Constructivist learning environments:
case studies in instructional design. Educational Technology Publications Englewood
Cliffs, New Jersey
Lorsbach, A. (n.d.). The learning cycle as a tool for planning science instruction.
http://www.coe.ilstu.edu/scienceed/lorsbach/257lrcy.htm
Murphy, E. (1997).
Thirteen Ed Online (2004). Constructivism as a paradigm for teaching and learning.
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Workshoprelatedlinks
ConstructivistChecklist(Howconstructivistconceptsmightbe
operationalizedinaninstructionalsetting)
http://www.cdli.ca/~elmurphy/emurphy/cle4.html
DataAnalysisandProbability(simulations)
http://nlvm.usu.edu/en/nav/category_g_4_t_5.html
VirtualFrogDissection(simulation)
http://froggy.lbl.gov/cgibin/dissect
VisualConstructivisminDistanceLearning(Insightintothepromise
constructivismoffersforachievementofqualityindistancelearning)
http://www.usdla.org/html/journal/JAN02_Issue/article03.html