Constructivist Learning & Direct Instruction EDUC 275 Winthrop University

Direct Instruction Definition  Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds. –Roblyer, page 53

Directed Instruction Cont.  Teacher role: Transmitter of knowledge/expert source  Student role: Receive information; demonstrate competence – all students learn the same material  Curriculum: Skills are taught in a set sequence  Learning goals: Stated in terms of mastery learning  Types of activities: Lecture, demonstration, seatwork, practice, testing  Assessment strategies: Written tests, same measures for all students

Examples of Direct Instruction Content  Multiplication Tables  Branches of Government  Procedural tasks –“Coding” web pages –Driving a stick shift  Listing State Capitals

Constructivist Learning Definition  Humans construct all knowledge in their minds by participating in certain experiences; learning happens when one constructs both mechanisms for learning and his or her own unique version of the knowledge. –Roblyer page 53

Constructivist Instruction Cont.  Teacher role: Acts as a guide and facilitator; collaborative resource as students explore topics  Student role: Collaborate; develop competence; may learn different material  Curriculum: Based on projects that foster higher level and lower level skills at the same time  Learning Goals: Stated in terms of growth from where the student began; work independently and with groups  Types of Activities: Group projects, hand-on exploration; product development  Assessment: Performance tests and products (ex. Portfolios); quality measured by rubrics and checklists; measure may differ among students

Examples of Constructivist Content  Causes of WWII  The strengths and weaknesses of Democracy  How technology fosters collaboration  The effects of global warming

Which theory is better?  Neither  Depends on your needs  Depends on your content  Depends on your environment  Depends on your students

Why are these theories important?  Gets to the notion of HOW you learn  How you LIKE to learn  How to manage favorite and least favorite environments  Affords us variety in pedagogy

Now, an activity

In groups create a list of the following:  How do you like to learn… –To use a new electronic device (phone, PDA, etc) Manuals? Play around? Watch an expert? Others? –To play a new board/card/video game Read directions? Play a practice round? Others? –A list of items or set of definitions Read? Recite many times? Flash cards? Others?

Take your list  Rank your learning strategies by voting on them.  Record your votes on the list –100%, or ¾, or 1 out of 3  Find out which ones your group thinks are best to use.  Are they directed or constructivist in nature?

Make a hard decision  Thinking as a teacher, your group should pick three learning strategies from your list that you would recommend to your students. You must pick three and only three.  Thinking as a teacher, your group should pick three learning strategies from your list would you NEVER use. You must pick three and only three.

Here’s the thing…  Good teaching is all about examples and options for learning  You should never discard a possible learning theory PARTICULARLY the ones that few people will use.  Don’t forget the principles of UDL/ Multiple Intelligence  Yes, this was a dirty trick to make a point.

Exploring Theorists  In groups, use Inspiration to create a concept map of the theorists found in Chap. 3  List the theorist; categorize as Direct or Constructivist; give highlights of the theory; give implications for technology integration; give one example of use in the classroom

Sources  Integrating Educational Technology into Teaching, M.D. Roblyer  Constructivist vs. Directed PowerPoint by Dr. Marshall Jones