CONSTRUCTIVISM By Pooja Yadav Lecturer in Education R.M.S. College Of Education

Constructivism As A Theory  Accommodation  Assimilation

 “The Constructivism is not a theory about teaching; it is a theory about knowledge and learning. Theory

4 E’s in Constructivism  Explore  Explain  Expand  Evaluate

 Learner  The learner is a unique individual  Learner’s background  Learner’s background  Learner’s Culture  Learner’s Culture  Responsibilities of the learner  Responsibilities of the learner Factors Of Constructivism

Instructor  Instructor as a facilitator  Instructor as a facilitator Learning Process  Learning is an active process  Learning is an active process Factors Of Constructivism

Environment  Dynamic Interaction between task, instructor and the learner Factors Of Constructivism

Model 1 Model 1  Discovery Phase  Concept Introduction  Concept Application

Model 2 Model 2 Developing situation Grouping Build bridge ExhibitReflections

Principles of Constructivism It takes time to learn Learning is an active process in which the learner uses sensory input and constructs meaning out of it The crucial action of constructing meaning is mental Learning involves language Learning is a social activity One needs knowledge to learn Learning is not the passive acceptance of knowledge Motivation is the key component in learning

Constructivism In The Classroom Traditional Classroom Constructivist Classroom Student primarily work alone. Students primarily work in groups. Curriculum is presented part to whole, with emphasis on basic skills. (bottom –up) Curriculum is presented whole to part with emphasis on the big concept. (top-down) Strict adherence to a fixed curriculum is highly valued. Pursuit of student questions is highly valued. Curriculum activities rely heavily on textbooks of data and manipulative materials. Curriculum activities rely heavily on primary sources. Students are viewed as “blank slates” onto which information is etched by the teacher. Students are viewed as thinkers with emerging theories about the world. Teachers generally behave in a didactic manner, disseminating information to students. Teachers generally behave in an interactive manner mediating the environment for students. Teachers seek the correct answers to validate student lessons. Teachers seek the student’s point of view in order to understand student learning for use in subsequent conceptions. Assessment of student learning is viewed as separate from teaching and occurs almost entirely through testing. Assessment of student learning is interwoven with teaching and occurs through teacher observation of students at work and through exhibitions and portfolios.

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