Module 14 Constructivism PDF

unit 3.3 cognitive processes MODULE 14 CONSTRUCTIVISM : KNOWLEDGE CONSTRUCTION AND CONCEPT LEARNING Presented by: BEED 3C REPORTERS Abarintos Mica Galleon Sherryn Mae  Two Views of 1 Objectives 4...

unit 3.3 cognitive processes MODULE 14 CONSTRUCTIVISM : KNOWLEDGE CONSTRUCTION AND CONCEPT LEARNING Presented by: BEED 3C REPORTERS Abarintos Mica Galleon Sherryn Mae  Two Views of 1 Objectives 4 constructivism List of 2 Introduction 5 Characteristics of Contents constructivism Discussion of Organizing 3 constructivism 6 Knowledge In this Module, challenge yourself to attain the following learning outcomes: 1. explain the role of constructivism in facilitating learning 2.describe strategies that promote knowledge construction, and; 3. describe strategies to facilitate concept learning.  Introduction This Module discusses constructivism which was mentioned in the previous modules of Piaget and Bruner. It is the distillation of most of the principles of cognitive psychologists.  ADVANCE ORGANIZER Constructivism Views of Constructivism Characteristics of Organizing Constructivism Knowledge Individual Constructivism Social Constructivism  On the other hand, the cognitive view focuses on the internal processes. Learning is an active process. Learners initiate experiences, search for information to solve problems, and reorganize what they already know to come up with new insights. Constructivism focuses on knowledge construction. Constructivism is the theory that says learners construct knowledge rather than just passively take in information.  Two Views of Constructivism Individual Social Constructivism Constructivism This view emphasizes This is also called that "knowledge exists in cognitive a social context and is initially shared with constructivism. It others instead of being emphasizes individual, represented solely in the internal construction of mind of an individual." knowledge. characteristics of constructivism Whether one takes the individual or social view of constructivism, there are four characteristics that these two views have in common.  Learning constructivists understanding 1 As we discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners that active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.  New learning depends on current understanding 2 Background information is very important. It is through the present views or scheme that the learners has that new information will be interpreted.  Learning is a facilitated by social interaction 3 Costructivists believe in creating "community of learners" within classrooms. Learning communities help learners take responsibility for their own learning. Learners have a lot of opportunities to cooperate and collaborate to solve problems and discover things. Teacher play the role of a facilitator rather than an expert who has all the knowledge.  Meaningful learning occurs within authentic learning 4 task An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world. Example, a writing activity where six years olds prepare a checklist of things they need to do in school is a more authentic activity than for them to be working only on tracing worksheets with dotted lines. organizing knowledge  Concept A concept is a way of groupings or categorizing objects or events in our mind. A concept of "teach" include a group of tasks such as model, discuss, illustrate, explain, assist, etc. In your life as a student you would learn thousands of concepts, some simple ones, other more complicated that may take you to learn them more gradually. The concepts you learn are also revised as you learn more and experience more.  Concept as Feature lists Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlation feature. A defining feature is a characteristic present in ALL instances. Example, a triangle has three sides. Having three sides is defining feature of a triangle because ALL triangles should have three sides. If one doesn't them it is not triangle. A correlation feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving. Being loving is a feature commonly present in the concept mother. But a mother may not be loving. So "being loving" is only a correlation feature, not a defining one.  Concept as Prototypes A prototype is an idea or a visual image of a "typical" example. It is usually formed based on the positive instances that learners encounter most often. Example, close your eyes now and for a moment think of a cat. You probably thought of an image of the common cat we see, rather than some rare breed and species. Once learners have their own prototypes, the new example that they see are check against this existing prototype. Concepts as Exemplars Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability. Example, a learner's concept of vegetables may include a wide variety of different examples like cauliflower, kangkong, cabbage, string beans, squash, corn, potatoes. When he encounters new types of vegetables like "bitsuelas", he would search from the examplars he knows and he looks for that one that is most similar, like string bean Making Concept-learning Effective. As a future teacher, you can help your students learn concepts by doing the following: Provide a clear definition of the concept Make the defining features very concrete or prominent Give a variety of positive instances Give negative instances Cite a "best example" of prototype Provide opportunity for learners to identify positive and negative instances Ask learners to think of their own example of the concept Point out how concepts can be related to each other Schemas and scripts A schema is an organized body of knowledge about something. It is like a file of information you hold on your mind about something. Like of schema of what a teacher is. A script is a schema that includes a series of predictable events about the specific activity. Examples, would include knowing the series of the steps done when we visit a doctor, or what transpires at the beginning of the class when the teacher actives. Your role as a teacher is to bring learners to construct their own knowledge such that they have a well organized set of concepts. Aim to make clear those concept that are still vague for them, and to pave the way for them to overcome misconceptions. It is important that you acquire skills on how facilitate concept formation and development. Constructivism can be an excellent guide for you. Applying Constructivism in Facilitating Learning Aim to make learners understand a few key ideas in an in- depth manner, rather than taking up so many topics superficially. Give varied examples Provide opportunities for experimentation Provide lots of opportunities for quality interaction Have lot of hands-on activities Relate your topic to real life situations Do not depend on the explanation method all the time  thank YOU Presented by : ABARINTOS AND GALLEON