Chapter 10 social 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 Student-Teams-Achievement Division(STAD) The Jigsaw classroom Learning together Group investigation 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: Jigsaw II: 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 together Face-to-face interaction Positive interdependence Individual accountability 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

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