Constructivism.

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منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1


Constructivism















Mr. / Girgis







Meaning:



Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).


Constructivism is a learning theory found in psychology which explains how people might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that humans construct knowledge and meaning from their experiences. Constructivism is not a specific pedagogy. 


Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.


We invent our own concepts and ideas, linked to what we already know.  This “meaning-making” theory of learning is called ‘constructivism’.





Constructivism is an important learning theory that educators use to help their students learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn.


Constructivism is crucial to understand as an educator because it influences the way all of your students learn. Teachers and instructors that understand the constructivist learning theory understand that their students bring their own unique experiences to the classroom every day.


Their background and previous knowledge impacts how they are able to learn. Educators are able to use constructivist learning theory to help their students understand their previous knowledge. 


But it’s also important to understand learning theories and how they impact you and your students. This guide will tell you more about the constructivist learning theory and how it helps you as a teacher.




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For example


Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge.


When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments.


Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.


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Constructivism Learning Theory


So it is important to use teaching methods that:


Require students to form constructs that is require them to form their own meaning or interpretation of the material being studied
Allow the learner and the teacher to detect misconceptions, errors and omissions in learning and correct these.


In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) .


That  creates more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.




Principles of constructivism.


There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory.



Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student’s previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning.




People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.




Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it’s not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can’t just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.




Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning.




Isolating learning isn’t the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge.




Learning is contextual. Students don’t learn isolated facts and theories separate from the rest of our lives—we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us.




Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table. So the way and things people learn and gain from education will all be very different.




Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren’t enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.




Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it’s difficult for learners to reach into their past experience and make connections for new learning





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Uses:

‘Teaching by Asking’ or guided discovery

Explaining tasks that require students to express their understanding to each other, and to develop this understanding before expressing it (e.g. peer explanation, and Jigsaw)


Ask ‘diagnostic’ question and answer, and use wrong answers to explore and correct misunderstandings.  ‘Socratic Questioning’.


Use thought provoking tasks and questions that are high on Bloom’s Taxonomy, rather than simple recall as these require more thought and processing.


Analysis: ‘why’ questions,

Synthesis: ‘how’ could you.. questions

Evaluation: judgement questions.



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The role of  teachers


Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding. This takes away focus from the teacher and lecture and puts it upon the student and their learning.


The resources and lesson plans that must be initiated for this learning theory take a very different approach toward traditional learning as well. Instead of telling, the teacher must begin asking.


Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that the student comes to the conclusions on their own instead of being told.






Essential components to constructivist teaching


There are several main components to include if you plan on adhering to constructivist principles in your classroom or when designing your lessons.


Elicit prior knowledge


New knowledge is created in relation to learner’s pre-existing knowledge. Lessons, therefore, require eliciting relevant prior knowledge. Activities include: pre-tests, informal interviews and small group warm-up activities that require recall of prior knowledge.




Create cognitive dissonance

Assign problems and activities that will challenge students. Knowledge is built as learners encounter novel problems and revise existing schemas as they work through the challenging problem.



Apply knowledge with feedback

Encourage students to evaluate new information and modify existing knowledge. Activities should allow for students to compare pre-existing schema to the novel situation. Activities might include presentations, small group or class discussions, and quizzes.



Reflect on learning

Provide students with an opportunity to show you (and themselves) what they have learned. Activities might include: presentations, reflexive papers or creating a step-by-step tutorial for another student.



View Resources:


1-Competency-based teaching.



2-Pair work.




3-Group work.




4-Elicitation.




5-Conversation.




6-Chalk Talk




7-Tilo Project.




8-Lesson plan.



9-Leadership Skills.



10-Learning styles.



11-A model Lesson.



12-Teaching spelling.



13- Critical thinking 1



14- Critical thinking 2

.
Teaching Forum 2012, Volume

50, Number 1


1-Understanding and Teaching
Generation Y






2-Using Original Video and Sound
Effects to Teach English






3-A Call to Service





4-The Psychic Rewards of Teaching




5-Good Teaching is Timeless





6-The Conversation Class





7-Destroying the Teacher:
The Need for Learner-Centered Teaching







8-Ten Characteristics of a Good Teacher




9-Winter Scenes




10-Classroom Activities



11-The Lighter Side: The Write Stuff




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