Chapter 10: The learning sciences and constructivism Educational Psychology and Measurement Instructor: Kevin Bombardier

About me Kevin Bombardier From Kansas “Dr. Bomb”! Undergrad: Wichita State University (WSU) B.S. Physics; B.S. Mathematics Research: Baylor University in Plasma Physics Boise State University in Cryptography Physics TA for 3 years “Plotting something” “That’s a good sign”

About me University of Iowa Hobbies: Ph.D. Candidate Courses Taught: Math for Bio Intro to Linear Algebra Elementary Functions College Algebra Qual prep in Algebra Calculus II (Current) Calc for Bio Logic of Arithmetic Elementary Geometry Abstract Algebra (Graduate) Calculus I Hobbies: Teaching (Yes… seriously…) Board games

The Learning Sciences Encompasses research in: Has basic assumptions: Psychology, education, computer science, philosophy, sociology, anthropology, neuroscience, and other fields Has basic assumptions: Experts have deep conceptual knowledge Learning comes from the learner Students must actively participate Schools must create effective learning environments Prior knowledge and beliefs are key Reflection is necessary to develop deep conceptual knowledge Students should analyze their own work and progress Deep conceptual understanding (have you talked to a professor and were blown away at how fluent they were?) More than just learning from teachers. Environments where students actively participate as in (2) Need to change knowledge and beliefs. Looking back Thoughts on these assumptions? - If (2) is right, what role do instructors have? - … See (3). Motivation? What prior knowledge and beliefs would you all have?

Embodied Cognition Embodied Cognition: the theory that cognitive processes develop from real-time, goal-directed interactions between humans and their environment Interactions through senses and bodies Example: Observational Learning Can you think of any examples of this? Our senses are central to how we think. Example: Learning a game by watching others play

Constructivist Views of Learning Constructivism: View that emphasizes the active role of the learner in building understanding and making sense of information Two forms of constructivism: Psychological/Individual/Cognitive Constructivism Focuses on the active role of the learner in constructing knowledge Social Construction Views social interactions as necessary to construct knowledge Based in research by: Piaget, Vygotsky, the Gestalt psychologists; Barlett, Bruner, and Rogoff

Reflect Take out a piece of paper and do the following: Write down a few of your favorite teachers Write down what activities they had you do that you think made you be an active learner Share any examples? Own example: Abstract algebra prof in undergrad Had to discuss about the topics Made me *explain* the details to him. He didn’t lecture! Got a good foundation on the concepts!

Psychological Constructivism Psychological Constructivism: Individuals construct their own cognitive structures as they interpret their experiences in particular situations Focuses on: How individuals build up elements of their cognitive or emotional apparatus The inner psychological life of people The outside world acts as a source of input

Psychological Constructivism First-Wave Constructivism – Piaget Piaget focuses more on meaning as it is constructed by the individual (not necessarily a correct representation) Thinking becomes more organized as children age Concern with logic Such knowledge comes from reflection Social environment important factor, but social interaction was not the main mechanism for changing thinking What previous examples were influenced by this line of thinking?

Radical Constructivism Radical Constructivism: Perspective that holds that individuals can never know objective reality or truth; they can only know what they perceive and believe Learning is replacing one’s own construction with another that better explains the person’s perception of reality Reflect: Any potential problems with this view? Problems: 1) Some values we may want to emphasize: honesty, justice 2) Right answers in many fields – MATH 3) Some knowledge is universal

Social Constructivism Social Constructivism: Social interaction, cultural tools, and activity shape individual development and learning Second-Wave Constructivism – Vygotsky Learning meaning means belonging to a group and participating in the social construction of knowledge

Social Constructivism Vygotsky was a mix between psychological/social constructivism Zone of proximal development: area in which a child can solve a problem with the help of an adult or more able peer Culture creates cognition – when adults use tools and practices to steer the child Cognition creates culture – adult and child generate new practices and solutions What previous examples were influenced by this line of thinking?

Constructionism Constructionism: How public knowledge in disciplines such as science, math, economics, or history is constructed Social constructivists do not focus on individual learning Focus on public knowledge Knowledge is socially constructed Some people have more power Diverse viewpoints encouraged

How is Knowledge Constructed? Building mental representations The realities and truths of the external world direct knowledge construction Gradual development Internal processes such as Piaget’s organization, assimilation, and accommodation direct knowledge construction New knowledge is abstracted from old knowledge Through Interactions Both external and internal factors direct knowledge construction Internal (cognitive) External (environmental and social) Vygotsky – Use of cultural tools

Is Knowledge Situated or General? Knowledge is transferable to other situations Examples of transferable knowledge? Situated – Vygotsky Situated Learning: The idea that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply in new settings Some ideas may be useful within a specific area, but useless outside that area Example: English class? What if you were to go to japan? Would it also be true in the past or maybe future? Situated learning – like an apprenticeship

Common Elements of Constructivist Student-Centered Teaching Complex Learning Environments and Authentic Tasks Give problems with many parts Social Negotiation Be able to defend their own positions Respect the positions of others Multiple Perspectives and Representations of Content Gain different ways of viewing content Understanding the Knowledge Construction Process Make students aware of their own role in constructing knowledge Student Ownership of Learning Students’ effort to learn is the main focus Other views: Example: Math – different ways to solve a problem. Helpful in this class, right?

Applying Constructivist Perspectives Elicit students’ ideas and experiences in relation to key topics Fashion learning situations that help students elaborate on or restructure their current knowledge Give students opportunities to engage in complex problem based-activities Provide students with a variety of information resources Group work – give support to engage in task-oriented dialogue Elaborate on thinking processes and have students do the same Have students apply knowledge in diverse contexts Encourage students to reflect on thoughts Give feedback on processes and products of thinking Groups: In your groups, choose a topic that you could teach and talk about how you can employ at least 3 of these methods. Create an outline of the lesson. Have students reflect on the thoughts of the group discussion: Used here was (7), (4), (1) =) Maybe (2) and (5)

Group Task Assign: Brainstorm and choose topic A group leader Notetaker Task person Encourager (make sure everyone is included) Designer (draws up designs for lesson) Checker (ensures constructivist principles are being used) Researcher (look up info online/in book) Presenter (will talk about lesson plan) Brainstorm and choose topic Brainstorm ideas for a lesson Make a rough draft / outline Design a worksheet associated to the activity

Scaffolding Scaffolding: Support for learning and problem solving Could be: Clues Reminders Encouragement Breaking down the steps Providing examples Three main characteristics: Contingency Support: Teacher is constantly adjusting, differentiating, and tailoring responses to the student Fading: Teacher gradually withdraws support as the students’ understanding deepens Transferring Responsibility: Students assume more responsibility for their own learning Show notes

Inquiry Learning Inquiry Learning: Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions The students: Formulate hypotheses to explain/solve the problem Collect data Draw conclusions Reflect on the problem and thinking processes Like the scientific method

Video https://youtu.be/mAYh4nWUkU0?t=23s

Problem-Based Learning Problem-based learning: Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process Designed to help students develop knowledge that is useful and flexible

Cognitive Apprenticeships Six features: Students observe an expert model the performance Students get support through coaching or tutoring Students receive scaffolding that gradually fades Students articulate their knowledge Students reflect on their progress Students explore new ways to apply what they are learning

Reflect Write down examples that you already know of cognitive apprenticeships Briefly discuss your examples with your group

Reciprocal Teaching Reciprocal Teaching: Learning to apply the strategies of questioning, summarizing, predicting, and clarifying Designed to help students understand and think deeply about what they read Strategies in Reading: Summarizing the content of a passage Asking a question about the central point Clarifying the difficult parts of the material Predicting what comes next

Reciprocal Teaching Guidelines for effective reciprocal teaching: Shift gradually – Shift from teacher to student responsibility must be gradual Match demands to abilities – Difficult tasks and responsibility must match the abilities of each student Diagnose thinking – Student thinking should be observed

Collaboration and Cooperation Collaboration: A philosophy about how to relate to others – how to learn and work Cooperation: Way of working with others to attain a shared goal Cooperative Learning: Situation in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group and where learning is supported by other individuals Group Work: Several students working together Might not be cooperating! More than just dividing up the work! Advantages: Participants can rehearse, elaborate, and expand their knowledge Ask: What are some other advantages? (Students can see where other peers are at.)

What can go wrong Students attempt to finish early instead of focusing on learning Students can reinforce misunderstandings Socializing may take precedence over learning Students may rely on the “best” student in the group Status differences may be increased Some students learn to “loaf” and be dependent on group Share: Any group project stories ? How can these negativities be minimized?

Preparing Students for Cooperative Learning Positive interdependence Members can attain their goals only if the others in the group do as well Promotive interaction Members encourage each other’s efforts Individual accountability Students are responsible for their own learning Collaborative and social skills Giving constructive feedback, reaching consensus, and including other members Group processing Members ensure the group is working effectively

Assigning Roles Possible Roles: Encourager Coach Checker Recorder Gate Keeper Taskmaster Can assign audience members listening roles Roles support learning, not ends in themselves

Designs for Cooperation Reciprocal Questioning: Students work in pairs or triads to ask and answer questions about lesson material Jigsaw: A learning process in which each student is part of a group and each member is given part of the material to be learned by the whole group Students depend on each other

Structured Controversies Structured controversy: Students work in pairs within their four-person cooperative groups to research a particular controversy Each pair researches the issue They develop a pro and con position They present their position and evidence The pairs discuss the issue together The pairs reverse positions Total group forms a final report Discuss: What kind of subject material are each of these methods useful for? Which do you prefer? Potential issues: Learning disability Gifted students

Issues with Cooperative Learning Discuss in your groups: What are potential problems that could arise? Do these problems exist in all of these methods or only some? Potential problems: Some students may have a language barrier Mental disability

Service Learning Service Learning: A teaching strategy that integrates meaningful community service with instruction to enrich the learning experience Characteristics for service learning: Organized and meet community needs Integrated into curriculum Have time to reflect and write about experience Opportunities to apply academic knowledge Enhance learning and a sense of caring

Learning in a Digital World Uses of technology in school: Technology based activities for classroom or learning environments Students can interact with technologies or collaborating in a virtual environment Cloud computing: Allows computer users to access applications or computing assets to use online applications Administrators use technology to track information

Virtual Learning Environments Virtual Learning Environment: A broad term that describes many ways of learning in virtual or online systems Learning Management System: Systems that deliver e-learning, provide tools and learning materials, keep records, administer assessments, and manage learning I.e. Icon Personal Learning Environment: Framework in which knowledge is constructed through online peer interactions Immersive Virtual Learning Environment: A simulation of a real-world environment that immerses students in tasks like those required in a professional practicum Massive Multi-player Online Games (MMOGs): Interactive gaming environments constructed in virtual worlds in which the learner assumes a character role of avatar

Developmentally Appropriate Computer Activities Is digital media appropriate for preschool children? Hotly debated Potential danger: Visuals or sound effects could interrupt with the development of concepts Might make children better at multitasking but worse at deeper thought processes Students have to be media/digital literate

Computational Thinking and Coding Computational Thinking: The thought processes involved in formulating problems so you can represent their solution steps and algorithms for computing “Thinking like a computer scientist” Discuss: What part of technology is present in this class? What do you regularly use? Are any harmful to the learning environment?

Video https://www.youtube.com/watch?v=GEmuEWjHr5c