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PLEASE READ THIS LICENSE AGREEMENT CAREFULLY BEFORE USING THIS SOFTWARE. BY USING THIS SOFTWARE, YOU ARE AGREEING TO BE BOUND BY THE TERMS OF THIS LICENSE. IF YOU DO NOT AGREE TO THE TERMS OF THIS LICENSE, PLEASE DO NOT USE THIS SOFTWARE. IF YOU DO NOT AGREE TO THE TERMS OF THE LICENSE. PUBLISHED UNDER THE CREATIVE COMMONS LICENSE.

1.General. The software, documentation and any fonts accompanying this License whether on disk, read-only memory, or any other media or in any other form are licensed by KMR Enterprises. If you plan on using this prototype for your own purposes, please give proper credit to the creators: Ellie Franco, Marc Prado, John Kintanar, and Cletus Ganschow

2.Permitted License Uses and Restrictions. This license allows you to use this prototype and freely distribute it provided proper credit is given.

3. Derivative Licensing may be granted only upon approval from original developers. (KMR theme song exempt from this requirement and may be remixed.)

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Constructivism Defined

About Constructivism

Explore Constructivism

Constructivism

About Constructivism

Piaget

Vygotsky

Objectivism vs. Constructivism

Constructivism in the Classroom

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Psychologist Lev Vygotsky proposed that children learn through interactions with their surrounding culture. This is the basis for the “collaboration” element visible in constructivism.

Even though Vygotsky recognized that children learned from their peers, he believed that in order to reach higher levels of learning, children needed adults to scaffold them onto new concepts and ideas.

This led him to create the Zone of Proximal Development, the ideal area where students can learn new information.

Information paraphrased from: (http://www.associatedcontent.com/article/29997/vygotskys_theory_of_cognitive_development.html?cat=4 )

Click to CloseJean Piaget focused much of his attention on the “how” of learning.

He recognized that children learn very differently at certain ages and thus differ drastically in their capabilities.

Piaget would be happy with the exploration aspect of constructivism, because it allows students to absorb information in the ways that best suit them. Small children, for example, may not be capable of much abstract thought, but they can start by learning about similarities and differences by categorizing things.

Most importantly, Piaget developed the concept of schema, the set of knowledge each person possesses, where everything is connected with everything else. Constructivism, by encouraging students to bring their own background, enables them to add new concepts to their personal schema.

Information paraphrased from: (http://www.learningandteaching.info/learning/piaget.htm)

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Interview with Piaget and Vygotsky

What is Constructivism?

The Epistemology of Constructivism

Journals

Constructivism Defined

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Test Your Knowledge

Definit ion:

Constructivism is an epistemology that states knowledge is constructed by a person based on their own experiences, knowledge of the world, and ref lections. “Learning is an active process whereby the student must be actively involved in the creation of his or her own knowledge through active interactions with the phenomenon. In this view, students are active creators, not mere passive receivers of knowledge. As students are creators of knowledge, constructivists make an important distinction between the students’ public and private knowledge” – Pine &West

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What Constructivism is not… “Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world." – Paulo Freire

This quote highlights the flaws of traditional teaching methods as the depositing information into an empty vessel. This is the complete opposite of Constructivism.

As educators we must steer away from this way of teaching and help students become more active participants in their learning experiences.  

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Key Elements of the Constructivist Theory:

1. Learner-centered- the students are actively engaged in activities in which they will be able to construct their own knowledge.

2. Prior knowledge- the students prior experiences, background, and culture are seen as assets that will assist the student in creating their knowledge.

3. Experience – the students are actively engaged in an activity based on real world situations that interest them and motivate them to participate.

4. Collaboration- the students are encouraged to share ideas, question, reflect, and support each other through out the activity which will build on everyone’s understanding.

5. Teacher as a facilitator- teacher are their to provide feedback and guidance through out the process. They are not there to dispense knowledge.

 

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Gagne’s Conditions of

Learning

Multiple

Intelligence

Situated Learning

Information

Processing

Theory

Constructivist Theory

Learning Theory Learning Principles Constructivist Prototype

Gagne’s Conditionsof Learning

(9 instructional events)

1. Learning occurs when learner’s attention is gained.

2. Learning occurs when learners are informed of the objective and what they are expected to learn.

3. Learning occurs when prior knowledge is tapped into and used in the lesson as a resource.

4. Learning occurs when learners are presented with the stimulus (ie: giving them the definition of an equilateral triangle).

5. Learning occurs when learning guidance is provided (ie: giving examples).

6. Learning occurs when learners are asked to perform a task to demonstrate understanding.

7. Learning occurs when the learner is provided with constructive feedback.

8. Learning occurs when performance is assessed and remediation is given

9. Learning occurs when there is significant exposure to ideas an processes that will promote retention and transfer.

In our Constructivist Prototype one would gain learners attention through watching a video of a standard lesson plan with no constructivist element. This will lead to tapping into the learner’s prior knowledge about missing elements within this lesson. Before the activity begins we will state the objectives and provide guidance and feedback through out the lesson. The learner will work collaboratively with a partner or group to evaluate and modify a lesson plan. They will incorporate any missing constructivist elements. When the learner is done with the activities and other elements in the prototype they will receive an assessment that will measure their understanding of constructivism.

Learning Theory

Learning Principles Constructivist Prototype

Multiple Intelligence

• Learning occurs when activities involve

learner's specific intelligences.

• Learning occurs when the learner is able to apply his/her own intelligences to solve problems or complete tasks.

• Learning occurs when information is presented in away that appeals to the learners thinking modalities.

In our Constructivist Prototype this is present by presenting information that appeal to the learner’s different ways of learning. The prototype itself will include visual and audio elements that involve spatial intelligence and linguistic intelligence. During the experience (hands-on activity) and collaboration learners various strengths are used to work with others in a group. Some learners will use their linguistic intelligence and interpersonal intelligence to communicate.

Learning Theory

Learning Principles Constructivist Prototype

Situated Learning

· Learning occurs when knowledge is embedded within activity, context, and culture.· Learning occurs when it involves social interaction and collaboration.· Learning occurs when the learners is actively engaged within the activity.

In our Constructivist Prototype learners will be actively engaged in the activity in which they will be modifying a standards lesson plan and transforming it into a constructivist lesson plan. Knowledge is embedded in the prototype and is applied within the context of our activity. Also the learner will be involved in working collaboratively within a group to share their ideas and construct their knowledge together.

Learning Theory

Learning Principles Constructivist Prototype

Information Processing

Theory

· Learning occurs when critical information is encoded in the mind.· Learning occurs when prior knowledge is used to construct a strategy to deal with a problem.· Learning occurs when learner takes an active role in their own development.

In our Constructivist Prototype learners will use their prior knowledge of lesson planning and classroom instruction in the hands-on activity provided. Learners will take an active role in constructing their own knowledge by working together in groups, sharing ideas, and coming up with their own evaluations and reflections.

Learning Theory

Learning Principles Constructivist Prototype

ConstructivistTheory

· Learning is based on constructing new knowledge by interacting with others in collaborative group work.· Learning occurs when prior knowledge is activated and applied to new activities.· Learning occurs when one is actively engaged and challenged through hands on activities.· Learning occurs when a person analyzes and interprets information gained from experience and collaboration as opposed to direct instruction.

In our Constructivist Prototype we tap into the learner’s prior knowledge and have them working collaboratively in a hands-on activity/experience. All of these elements put together allow the learner to analyze, interpret, and construct their own knowledge.

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Influential Theories

Elements of the following learning theories can be found in Constructivist Epistemology.

Peer Reviewed Articles:  Betne, P., & Castonguay, R. (2008). On the Role of Mathematics Educators and Librarians in Constructivist

Pedagogy. Education, 129(1), 56-79. Retrieved from ERIC database. Castro Atwater, S. (2008). Waking Up to Difference: Teachers, Color-Blindness, and the Effects on Students

of Color. Journal of Instructional Psychology, 35(3), 246-253. Retrieved from ERIC database. Fiume, P. (2005). Constructivist Theory and Border Pedagogy Foster Diversity as a Resource for

Learning. Community College Enterprise, 11(2), 51-64. Retrieved from ERIC database. Larrotta, C., & Gainer, J. (2008). Text Matters: Mexican Immigrant Parents Reading Their

World. Multicultural Education, 16(2), 45-48. Retrieved from ERIC database. Marcum-Dietrich, N. (2008). Using Constructivist Theories to Educate the "Outsiders". Journal of Latinos

and Education, 7(1), 79-87. Retrieved from ERIC database. Nelson, J., & Eckstein, D. (2008). A Service-Learning Model for At-Risk Adolescents. Education and

Treatment of Children, 31(2), 223-237. Retrieved from ERIC database. Sherman, T., & Kurshan, B. (2005). Constructing Learning: Using Technology to Support Teaching for

Understanding. Learning and Leading with Technology, 32(5), 10-13,. Retrieved from ERIC database.

 Websites:  http://www.learning-theories.com/constructivism.html  http://www.exploratorium.edu/IFI/resources/constructivistlearning.html  http://www.teach-nology.com/currenttrends/constructivism/  

Credits

Project ManagerEllie Franco

WriterCletus Ganschow

Video EditorMarc PradoProgrammer

John Kintanar

Read Before Proceeding

Step 1: Review the checklist.

Step 2: Contrast the two lesson plans. Observe what makes one more “top-down” and the other more student-centered.

Step 3: Play game (this is not an actual working prototype, but the idea is there.)

Step 4: Access blog. In the upper right hand corner, you will see “what have you learned?” and “Lesson Integration” Post under “What have you learned?”.

Step 5 (optional): Read what others have posted under lesson plan integration. Later, come back and share how you have implemented constructivist ideals in your own lesson designs!

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Explore Constructivism

Directions Checklist Lesson Plan Blog Game

Constructivist Criteria Checklist Evaluate your lesson based on the following criteria. If you realize an element is missing discuss with your group how you can modify and improve your lesson. Constructivist Criteria

Learner-centered- the students are actively engaged in activities in which they will be able to construct their own knowledge. Prior knowledge- the students prior experiences, background, and culture are seen as assets that will assist the student in creating their knowledge. Experience – the students are actively engaged in an activity based on real world situations that interest them and motivate them to participate. Collaboration- the students are encouraged to share ideas, question, reflect, and support each other through out the activity which will build on everyone’s understanding. Teacher as a facilitator- teacher are there to provide feedback and guidance through out the process. They are not there to dispense knowledge.

Element(s) in your lesson plan

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Personification lesson plan w/ Constructivism (constructivist elements in blue, with commentary in red)

Objectives:1. Students will read a poem.2. Students will be able to define and recognize the personification of objects

or ideas when they read them in the poems.3. Students will create their own examples of personification. (students are

actively creating their own examples) Materials: Personification definition, The Mushroom by Sylvia Plath, Thomas the Train Engine video clip (tap prior knowledge) Procedure:4. Show video clip of Thomas the Train Engine.5. Have students get into groups and read the poems The Mushroom-

discuss with partners what similarities you find between the poem, The Mushroom and Thomas the Train Engine. (collaboration)

6. Bring out a box of random items, and arrange said items on the table one by one.

7. Each student picks out an item and fills out a questionnaire which asks questions that could only be answered by humans. Students must apply traits to an object.

8. Students write a poem applying those traits. (real world tool should students opt to use strategy in any writing)

9. Students read their poems to the class, with short feedback provided by the other students. (discussion and reflection)

Notice: Teacher acts as facilitator, never providing direct instruction.

Assessment:Observe and note participation and discussion.Collect poems.

Personification Lesson Plan- traditional Objectives:1. Students will read a poem.2. Students will be able to define and recognize the personification of

objects or ideas when they read them in a poem.3. Students will assess what makes the objects in the poem, Sylvia

Plath’s The Mushroom and Billy Collins' Forgetfulness as true examples of personification.

Materials: Personification definition, The Mushroom by Sylvia Plath, Forgetfulness by Billy Collins Procedure:4. Pass out a worksheet with a short section on the definition of

personification.5. Discuss how different things can be personified as being human, although

they are nonliving objects. “What can you do with this literary device? Does anyone have any examples in our previous reading? (if applicable) What about television?”

6. Teacher-lead discussion on what elements in each of the poems make it personification.

7. Discuss the differences between the way Plath personifies the mushroom and how Collins personifies memories.

Assessment:Observe and note participation in discussion.Collect papers and informally check the answers. Do they have a logical backing for what they wrote? Are the students on the right track?

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