Ch 10 Social Constructivist Approaches

1. Ch 10 Social Constructivist Approaches

2. Constructivism Constructivism emphasizes howindividuals actively construct knowledge and understanding. Two developmental pioneers are associated with the two main perspectives in constructivist philosophy. Piaget is associated with constructivism, while Vygotsky is associated with social constructivism.

3. Social constructivist and cognitive constructivist depictions of learning. In a cognitive constructivist approach, learning is depicted as students building networks of knowledge (schemas, scripts, networks) in an attempt to make sense of the world. Students construct knowledge by transforming, organizing, and reorganizing previous knowledge and information. In a social constructivist approach, learning is depicted as students building knowledge by interacting with peers and teachers in an attempt to make sense of the world.

4. Social Constructivist Approaches Social Constructivist Approaches to Teaching Situated Cognition Social Constructivism in the Broader Constructivist Context

5. Social Constructivist Approaches to Teaching • Social constructivist approaches emphasize the social contexts of learning, and that knowledge is mutually built and constructed. Involvement with others creates opportunities for students to evaluate and refine their understanding. Vygotsky’s social constructivist approach emphasizes that students construct knowledge through social interactions with others. The content of this knowledge is influenced by the culture in which the student lives, which includes language, beliefs , and skills.

6. The characteristics of social constructivist classrooms. • These classrooms share the following features: emphasis on collaborative meaning, monitoring of students’ perspectives, thinking and feeling, the teacher and students are learning and teaching, social interaction, and the curriculum and physical contents of the classroom reflect students’ interest.

7. Situated Cognition • Situated Cognition refers to the idea that thinking is “situated” in social and physical contexts, not within an individual’s mind. • This means that we should create learning situations that are close to real world circumstances as possible. • For example to expand students’ knowledge and understanding of volcano , some students are placed in the role of scientists studying an active volcano ,whereas others are given the task of reporting what to expect to an emergency evacuation team.

8. Activities that incorporate social constructivist approach • Activities should allow for learning and teaching for both student and teacher. • Examples might include peer tutoring, cooperative learning, and classroom brainstorming. • A unique emphasis is that teachers also are seen as learners. So, for instance, teachers learn from their experiences in order to enhance their instruction and interactions with students.

9. Suggestions • Suggestions that stem from students’ interests might include: • Lessons or activities following from student experiences. • Classroom decorations that reflect student interest and accomplishments. • Assignments that ask students to connect classroom objectives to personal experiences. • Assessments that allow students to demonstrate mastery of academic content that is couched within students’ frame of reference

10. Social Constructivist Approaches Teachers and Peers as Joint Contributors to Students’ Learning Cooperative Learning Scaffolding Tutoring Cognitive Apprenticeship

11. Teachers and Peers as Joint Contributors to Students’ Learning Cognitive Apprenticeship: An expert stretches and supports the novice’s understanding and use of cultural skills Tutoring: Includes peers, classroom aides, volunteers, and mentors Cooperative Learning: Students work in small groups to help each other Scaffolding: Changing the level of support over the course of a teaching

12. Scaffolding • Scaffolding: Changing the level of support over the course of a teaching session. • The teacher or a more advanced peer adjusts the amount of guidance to fit the students performance. • The teacher may use direct instruction if the task is new. • As the student’s competence increases, the teacher provides less guidance.

13. Cognitive Apprenticeship • Cognitive Apprenticeship: An expert stretches and supports the novice’s understanding and use of cultural skills. It is learning by practical experience under an experienced teacher. • The teacher model strategies for students. • Then, the teacher supports students efforts at doing the task. • Finally they encourage the student to continue the effort independently.

14. Tutoring • Tutoring: Includes peers, classroom aides, volunteers, and mentors. • Individual tutoring is an effective strategy that benefits many students, especially those who are not doing well in a subject. • Examples: Individualized instruction in a resource room.

15. Cooperative Learning • Cooperative Learning: Students work in small groups to help each other learn. • Cooperative learning groups differ in size. • In cooperative learning group, each student typically learns a part of a larger unit and then teaches the part to the group.

16. Cooperative Learning Approaches • A number of cooperative learning approaches were developed including: • STAD (Student –Achievement Divisions) • STAD involves team recognition and group responsibility for learning in mixed ability groups. • Students are assigned to teams of four or five members. The teachers present a lesson over one or two weeks. • Next students study worksheets based on material presented by the teacher. Students monitor their team members to ensure that all members have mastered their material. • They study together but the members take the quizzes individually. • The resulting individual scores contribute to the teams overall score. An individual's contribution to the team score is based on that individual’s improvement which motivates students to work hard because each contribution counts.

17. Cooperative Learning Approaches (Cont’d) • The Jigsaw Classroom. • Jigsaw I Teams work on the material that has been broken down into parts. Each 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 team to take turns teaching their part to other team members. 2.In Jigsaw II the approach is the same but the team members study the entire lesson rather than one part

18. Cooperative Learning Approaches (Cont’d) • Learning Together • Students work in four -or five - member heterogeneous groups on tasks with an emphasis on discussion and team building This approach has four components • Face-to face interaction • Positive interdependence • Individual accountability • Development of interpersonal skills.

19. Cooperative Learning Approaches (Cont’d) • Group Investigation Approach • This approach is a combination of independent learning and group work, as well as a group reward for individual achievement. • The work is divided among the groups’ members, who work individually. • Then the group get together, integrating, summarizing, and presenting the findings as a group project • The role of the teacher is to facilitate investigation and maintain cooperative effort.

20. Cooperative Learning Approaches (Cont’d) • Cooperative Scripting • Students work in reciprocal pairs, taking turns summarizing information and orally presenting it to each other. • One member of the pairs present the material and the other listens, monitors the presentation for any mistakes, and gives feedback. • Then the partner becomes the teacher and the other listens and monitors.

21. Cooperative Learning Research • Cooperative learning will be effective and can improve student achievement when: • Group rewards are generated (i.e., recognition is given to the group so that members can sense that it is in their best interest to help others learn) • Individuals are held accountable (i.e., individual contributions are evaluated so that all of the work is not done by only a couple of members).

22. Structuring Small-Group Work • Composing the Group : • It is recommended to have heterogeneous groups with diversity in ability, ethnic background, socioeconomic status, and gender. • It maximizes the opportunities for peer tutoring and support, and improves cross gender and cross ethnic relations. • Caution should be used so that average-ability students don’t get lost as high- and low-ability students form relationships like those between student and teacher.

23. Team-Building Skills - Help students become better listeners. Give students practice contributing to a team product. Discuss the value of team leaders. • Structuring Group Interaction – Assigning students to specific roles within the group gives all members a sense of importance.

24. Strategies for promoting students’ team-building skills. • Avoid starting off with a difficult cooperative learning task • Conduct team-building at the group level • Work with students on active listening skills • Have students first work on a fun team product. • Discuss the benefits of a team leader • Train team leaders to diffuse problem situations.

26. Social Constructivist Programs • Fostering a Community of Learners: Is a social constructivist program that encourages reflection, discussion, adult role modeling, peer tutoring, and computer technology (Browne, 1997; Campione, 2001) Focus: Literacy Development and Biology Program Emphasis 1. Uses adults as role models: The program uses experts to introduce their ideas and ask students to reflect, categories the sub questions and work in learning groups. 2. Children teaching children: reciprocal teaching is used through face to face interaction and via e-mail

27. Fostering a Community of Learners (Con’t) 3. Online computer consultation is used and students final products are presented as posters or in written forms. This approach fosters a culture of learning, caring, sharing, and the production of work that is shared with others.

28. Schools for Thought(Lamon et al., 1996) • School of Thought (SFT) is another formal program of social constructivist teaching. Focus: Problem-based and project-based activities get students to think about REAL-WORLD PROBLEMS. Program Emphasis: • Curriculum emphasize real-world problem solving . In-depth inquiry in domains such as science, math, and social studies . • Cross-disciplinary inquiry: Curricula are developed to integrate many disciplines (geography, history, environmental studies etc)

29. Schools for Thought ( Con’t) 3. Instruction encourage collaboration among students. Teachers keep learning structured around key principles in the domains being studied such as math, science or social science. 4. The programs encourage the community spirit 5. The program emphasizes the use of technology and encourages students to communicate electronically with a community of learners beyond the classroom. 6. The program encourages self assessment and focuses on authentic performance such as reading for the purpose of answering questions and writing to build new knowledge.

30. A Collaborative School(Lamon et al., 1996) • A Collaborative School was organized as a parent-teacher cooperative and continues today with six classrooms serving kindergarten through sixth grade in Salt Lake City. Focus: Learning to work effectively in groups and shared curricular decision-making Program Emphasis • Capturing the moment and building ideas that emerge in classroom discussion • Recognition that children have their own learning agendas that can increase motivation • Use various resources as students show mutual support for each others’ interests and expertise