chapter 10 social constructivist approaches

CHAPTER 10SOCIAL CONSTRUCTIVIST APPROACHES Sesilia Monika

Outline: Social Constructivist Approaches to

teaching Teachers and peers as joint contributors

to student’s learning Structuring small-group work Social constructivist program

Social Constructivist Approaches to teaching

Social Constructivist Approach: approach that emphasizes the social context of learning and the idea that knowledge is mutually built and constructed

Emphasizes that students construct knowledge through social interaction with others

Piaget Vygotsky Piaget : teachers should provide support

fir students to explore Vygotsky : teachers should create many

opportunities for students to learn by coconstructing knowledge along with teachers and with peers

Piaget and Vygotsky: teacher serve as facilitators and guides rather than directors and molders of children’s learning

Situated Cognition Situated cognition: the idea that thinking

occurs (is situated) in social and physical context

Knowledge is embedded in, and connected to, the context in which the knowledge developed

So, create learning situations that are close to real world circumstances as possible

Teachers and peers as joint contributors to student’s learning

Scaffolding Cognitive Apprenticeship Tutoring Cooperative Learning

Scaffolding Scaffolding: the technique if changing

the level of support over the course of a teaching session A more skilled person (teacher or more

advanced peer of the child) adjust the amount of guidance to fit the student’s current performance

New task direct instruction, as the student’s competence increases, the teacher provides less guidance

Cognitive apprenticeship Cognitive apprenticeship: a

relationship in which an expert stretches and supports a novice’s understanding and use of culture’s skills Apprenticeship active learning & situated

nature of learning Teacher/more skilled peers: model

strategies for students support students’ effort at doing task encourage the students to continue their work independently

Tutoring Tutoring: basically cognitive

apprenticeship between an expert and novice

Individual tutoring is an effective strategy that benefits many students, especially those who are not doing well in a subject Classroom aides, volunteers, and mentors

Peer tutors

Tutoring Classroom aides, volunteers, and

mentors The Reading Recovery: 1 on 1 tutorial (for

students who are having difficulty learning to read after one year of formal instruction)

Success for all (SFA) Robert Slavin systematic reading program (phonics, vocabulary, story telling, and story retelling)

Tutoring Peer tutors: one student teaches another

Cross-age peer tutoring (the peer is older) Same-age peer tutoring/classmate (more

likely to embarrass a student and lead to negative social comparison)

Peer tutors PALS: Peer-Assisted Learning Strategies

Guru mengidentifikasi siswa yang memerlukan bantuan dan siswa mana yang sesuai untuk membantunya dalam belajar

25-30 menit, 4x seminggu, Reading&mathematics, KG-6th grade

Reciprocal Peer Tutoring: provides opportunities for students to alternate in tutor and tutee roles

Class Wide Peer Tutoring: tutor training, reciprocal teaching, motivational strategies such as team competition

Peer tutor Online Peer Tutoring: teacher engaging

students in online tutoring students working together online online tutoring activities are conducted by trained, knowledgeable students

Cooperative learning Cooperative learning: learning that

occurs when students work in small groups to help each other learn Cooperative learning effective if: group

rewards are generated, individuals are held accountable

Increase motivation: positive peer interaction and positive feelings

Increase interdependence and connection with other students

Produce better results on complex tasks

Cooperative learning approaches 1. Student-Teams-Achievement

Division(STAD) 2. The Jigsaw classroom3. Learning together4. Group investigation5. Cooperative scripting

Student-Teams-Achievement Division(STAD)

Team recognition and group responsibility for learning in mixed-ability groups

4-5 members of group Teacher presents a lesson students study

worksheet students monitor their team members’ performance to ensure that all members have mastered their material

Team practices working on problems together and study together, but the members take quizzes individually

The resulting individual scores contribute to team’s overall score, not on an absolute score, but each contribution counts

The Jigsaw Classroom Jigsaw I:

6 member teams Work on material that has been broken down into

parts Each team member is responsible for a part Members of different teams who have studied the same part convene, discuss their part, and then return to their teams and teaching other team members

Jigsaw II: 4-5 member teams All team members study the entire lesson

students become expert on one aspects of lesson meet in expert groups return to their teams

Learning together1. Face-to-face interaction2. Positive interdependence3. Individual accountability4. Development of interpersonal group

Emphasis on discussion and team building

Group Investigation 2-6 member groups The teacher chooses a problem for the

class to study Students decide what they want to study in exploring them (individually) group gets together, integrating, summarizing, and presenting the findings as group project

Cooperative scripting Students work in reciprocal pairs Taking turns summarizing information

and orally presenting it to each other One member presents the material The other member listens, monitor

presentation for any mistakes, and gives feedback, and vice versa

Cooperative learning Creating cooperative community

Class cooperation: daily class cleanup, running class bank or business, etc

Interclass cooperation: classes work together in joint projects

School-wide cooperation: cooperation at level of entire school

School-parent cooperation: involving parents in establish mutual goals, strategic plans, and creating activities

School-neighborhood cooperation: classes can perform neigborhood service projects

Evaluating Cooperative learning Positive aspects

Increased interdependence and interaction with other students

Enhanced motivation to learn Improved learning by teaching materials to others

Negative aspects: Some students prefers to work alone Low-achieving students may slow down the progress

of high-achieving students Social loafing Some students may become distracted from group

task

Thank you…