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Constructivism

Frank and Lisa


November 12, 2009
Objectives
 Define constructivism
 Identify the most common characteristics of
constructivism and highlight the differences
between behaviorism and constructivism.
 Discuss the ways in which technology fosters
constructivist learning
 Analyze the readings and make connections
to personal teaching/learning experiences
 Consider how we use systematic design for
instruction
So…What is Knowledge?

Using the Play-Doh, create something that best


represents knowledge…
How does our definition of knowledge
influence the way we teach?
Are you a constructivist or
traditionalist?

Can we put ourselves


into one box
or the other?
Constructivist vs. Traditional-

Curriculum presented part to whole, with Curriculum presented whole to part with
emphasis on basic skills emphasis on big concepts.
Strict adherence to fixed curriculum is Pursuit of student questions is highly valued.
highly valued. Curricular activities rely heavily on primary
Curricular activities rely heavily on sources of data and manipulative materials.
workbooks and textbooks. Students are viewed as thinkers with
Students are viewed as “blank slates” emerging theories about the world.
onto which information is etched by the Teachers generally behave in an interactive
teacher. manner, mediating the environment for
Teachers generally behave in a didactic students.
manner, disseminating information to Teachers seek the students’ point of view in
students. order to understand students’ present
Teachers seek the correct answer to conceptions for use in subsequent lessons.
validate student learning. Assessments of student learning is
Assessment of student learning is viewed interwoven with teaching and occurs through
as separate from teaching and occurs teacher observations of students at work and
almost entirely through testing. through student exhibitions and portfolios.
Students work primarily alone. Students work primarily in groups.
Where does the Elaboration Theory fit in here?

YOUR THOUGHTS…..
Cunningham :Assessing
Constructions and Constructing
Assessments: A Dialogue.
 Salviati:

 Sagredo:

 Simplicio:
If you are Jonassen reading Cunningham’s dialogue,
what key phrases might you highlight?
“How Technologies Foster Learning”
connections to the Jonassen interview
Jonassen, D. (1999) Learning with technology: a constructivist approach. Upper Saddle,
NJ: Prentice Hall, Inc.

 Technology as tools to support knowledge


construction~ Example?
 Technology as information vehicles for
exploring knowledge~ Example?
 Technology as context to support learning-by-
doing~ Example?
 Technology as a social medium~ Example?
 Technology as intellectual partner to support
learning-by-reflecting~ Example?
(p. 13)
Chapter 4: The Systematic Design of Instruction-
Components of the Systems Approach Model

 Indentifying an Instructional Goal


 Conducting an Instructional Analysis
 Identifying Entry Behaviors and Characteristics
 Writing Performance Objectives
 ……
How are these components different in
instructional approach based on
constructivism?
A learning experience: Learning
Chinese Characters
中 Middle 大 Big

小 Small 日 The
sun

月 The moon
How is your learning experience?
 How do you build the connection between the
meaning and Chinese characters?

 Do you think that your learning methods are


effective? Why or why not?

 What are the possible strength and weakness


of instructional approach based on
behaviorism and constructivism?

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