1. Constructivism and Instructional Design Gapar Diusheev Age 12

2. Introduction

3. Simulation Activity

4. The Task  Given marshmallows (large & small) and connectors (toothpicks & skewers), participants will work in groups to construct the tallest free- standing structure they can in 5 minutes.

5. “Deconstructing”constructivism What prior knowledge did you bring to this experience? What knowledge did you create during this experience? Next time, what would you do differently based on your experiences here?

6. Important Concepts of Constructivism

7. Learners build on prior knowledge.  New knowledge must somehow be integrated into a pre-existing mental model or structure. It is important and valuable to evaluate the prior knowledge of the learner.

8. Learning is an active process.  “Minds-on” as well as “hands-on” activity, language and social interaction, and reflection on the process of knowledge construction are central to learning.

9. Knowledge is constructed by the learner.  Knowledge is not objective--- there is not a standard body of knowledge to be “mastered.” The learner must construct meaning in his/her head by evaluating new input against his/her own experience.

10. Key Figures in Constructivism

11. Implications of Constructivism for Instructional Design

12. From Dick, Carrey, and Carrey  General Methodology  Needs Assessment  Goal/Task Analyses  Instructional Strategy Development  Media Selection  Learner Assessment

13. General Methodology Be willing to break the rules Place principles above procedures, and people above principles. Include all interested parties in the design and development process.

14. Needs Assessment Make use of consensus needs assessment strategies, in addition to gap-oriented strategies. Resist the temptation to be driven by easily measured and manipulated content. Ask: Who makes the rules about what constitutes a need? Are there other perspectives to consider? What (and whose) needs are being neglected?

15. Goal/Task Analyses Consider ways to allow learning goals to emerge during instruction. Make instruction learner-centered instead of content-centered. Give priority to contextualized problem-solving and meaning- constructing learning goals. Consider multiple models of expertise and frame content in multiple ways. Use cases, stories, and patterns in addition to rules, principles, and procedures. Ask: Who makes the rules about what constitutes a legitimate learning goal? What learning goals are not being analyzed? Whose interests does the project serve? What is the hidden agenda?

16. Instructional Strategy Development Distinguish between instructional goals and learners' goals; support learners in pursuing their own goals. Promote the "teaching moment." Think in terms of designing learning environments and experiences rather than "selecting" instructional strategies. Think of instruction as providing tools that teachers and students can use for learning; make these tools user-friendly. Consider strategies that provide multiple perspectives and encourage the learner to exercise responsibility.

17. Learner Assessment Incorporate assessment into the learning experience where possible. Critique and discuss products and performances grounded in authentic contexts, including portfolios, projects, compositions, and performances. Use informal assessments within classrooms and learning environments.

18. SOURCE “The Postmodern Paradigm” Brent G. Wilson University of Colorado at Denver