1. Chapter 10 social constructivist approaches
Sesilia Monika

2. Outline: Social Constructivist Approaches to teaching
Teachers and peers as joint contributors to student’s learning
Structuring small-group work
Social constructivist program

3. 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

4. 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

5. 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

6. Teachers and peers as joint contributors to student’s learning
Scaffolding
Cognitive Apprenticeship
Tutoring
Cooperative Learning

7. 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

8. 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

9. 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

10. 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)

11. 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)

12. 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

13. Peer tutor
Online Peer Tutoring: teacher engaging students in online tutoring  students working together online  online tutoring activities are conducted by trained, knowledgeable students

14. 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

15. Cooperative learning approaches
Student-Teams-Achievement Division(STAD)
The Jigsaw classroom
Learning together
Group investigation
Cooperative scripting

16. 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

17. 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

18. Learning together Face-to-face interaction Positive interdependence
Individual accountability
Development of interpersonal group
Emphasis on discussion and team building

19. 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

20. 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

21. 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

22. 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

23. Thank you…