A Constructivist View of Learning

What is learning? Is it memorizing information and being able to repeat it on an exam?

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…

Views of learning… Transmission view: The teacher or text transmits knowledge which goes directly into the learner’s brain.

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.

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).

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.

What I can already do. What I can only do with assistance. “ZPD” What I cannot do even with assistance.

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.

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.

I have four legs. I live in the desert. I have a hump. What am I?

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.

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.

Giraffes. I like them. Ask me why. Because their necks stretch to the sky. Because they’re quiet, calm and shy. Because Because. That’s why I like giraffes.

Zebras. I like them. Ask me why. Because they are striped. Because they look like horses. Because Because. That’s why I like zebras.

. I like them. Ask me why. Because. Because Because. That’s why I like.

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?

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.