a constructivist view of learning what is learning? is it memorizing information and being able to...
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A Constructivist
View of Learning
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What is learning?
• Is it memorizing information and being able to repeat it on an exam?
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How do we learn?
• Think about times when you have learned a lot and times we you haven’t. What makes the difference?
• Think about something you can do well. How do you learn to do it?
• We learn best when…
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Views of learning…• Transmission view: The teacher or text
transmits knowledge which goes directly into the learner’s brain.
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• Constructivist view: Each learner must construct his or her own understanding, based on his/her own experiences.
Views of learning…
Under-standing
Knowledge & experiences
New ideas, readings, etc.
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A Constructivist view of learning says…
• Knowledge is both individually and socially constructed.
• Learners construct their understandings by relating new information to their background knowledge and experiences (Piaget).
• Social interaction furthers our learning. Adults provide scaffolding that allows learners to be successful with more and more difficult tasks (Vygotsky).
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Vygotsky…
• Adults scaffold children’s learning by providing assistance in the Zone of Proximal Development.
• “What I can do with assistance today I can do on my own tomorrow.”
• The ZPD describes things the child cannot do on his own, but can do with assistance.
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What I can already do.
What I can only do with assistance.
“ZPD”
What I cannot do even with assistance.
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Scaffolding Students’ Learning
• Choose an activity within the students’ Zone of Proximal Development.
• Decide what students need to be able to do to successfully complete the activity.
• Design activities to help the student successfully complete the activity, such as demonstrations, group practice, rehearsal, self-assessment.
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Scaffolding Students’ Learning: Writing an online riddle
• My struggling students really dislike writing. To help them be successful at writing, I can– Create a motivating activity: writing online
animal jokes.– Provide examples.– Provide assistance with the writing: giving
them a format to follow.– Publish their work.
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I have four legs.
I live in the desert.
I have a hump.
What am I?
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I have _______________.
I live ________________.
I have _______________.
What am I?
Choose Insert, Picture, and Clip Art. Then double click on the picture you want and delete this box.
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Scaffolding Students’ Learning: Writing an Animal Poem
• Read examples.• Write an example as a group.• Guide students’ writing by
borrowing the structure of an existing poem.
• Publish students’ work.
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Giraffes.
I like them.
Ask me why.
Because their necks stretch to the sky.
Because they’re quiet, calm and shy.
Because
Because
Because. That’s why
I like giraffes.
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Zebras.
I like them.
Ask me why.
Because they are striped.
Because they look like horses.
Because
Because
Because. That’s why
I like zebras.
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.
I like them.
Ask me why.
Because .
Because .
Because
Because
Because. That’s why
I like .
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How would you provide scaffolding for…
• Successful reading of an article on tornadoes?
• Writing a book report?
• Giving a mock TV newscast?
• Writing a poem?
• Writing a play?
• Answering on-demand test questions?
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In class writing:
• How would you provide scaffolding for a task in your classroom?
• Consider trying out this idea and including it in your Application Paper.