Constructivist, Inquiry and Problem-Based Learning Presented by: Morgan Bennett Jennifer Johnson Michelle Wetz Kimberly White

Based upon the work of John Dewey, Jean Piaget, L.S. Vygotsky, and others. Facilitates inductive reasoning through active learning and social interaction between students and teachers. Children naturally play to learn, use that to help teach.

Advocated movement away from Authoritarian Direct Instruction. Argued education should focus on understanding what and how students experience in order to better meet their educational needs. Formulated fundamental views of constructivist practices.

Developed an elaborate theoretical system – Children attain knowledge by passing through a predictable series of increasingly complex and abstract cognitive stages. Sensorimotor Preoperational Concrete Operational Formal Operational

Created Zone of Proximal Development (ZPD)

Flexible knowledge Problem- solving ability Self-directed learning skill Problem formation and reasoning

Inquiry Learning Problem-Based Learning

Effective Inquiry Unit Cycle 1. Teacher identifies and introduces class to the questions or problem. 2. Teacher demonstrates topic-specific techniques 3. Students engage in hands-on investigation of topic – either first or second hand methods All stages are usually conducted in groups – this allows for scaffolding (both student-to-student and teacher-to-student)

After initial introduction the teacher becomes a facilitator By the end of the activity, additional questions should be raised to spur-on the next cycle of inquiry.

Students work in collaborative work groups of about 5 Teacher presents a real-world problem – often in narrative form – that students must work together to solve

PBL steps: Teacher orients students to the problem Students organize into groups (with teacher assistance if necessary) Teacher facilitates as student break down the problem Students proceed to solve the pieces of the problem Each group develops a presentation or product to share with the class as a whole. Students reflect upon the investigation and the processes they used during the investigation

Cooperative Learning Groups Teachers pose challenging, authentic questions and then provide the resources needed for students to investigate them independently Teacher = Facilitator Scaffolding Journaling and/or oral presentations that include reflection upon the process

Choosing the right topic Providing the appropriate resources Time consuming – planning and executing

Constructivists Models Inquiry Learning Problem-Based Learning When used properly, propel students to higher levels of learning.