constructivism in theory and practice

CONSTRUCTIVISM IN THEORY AND IN

PRACTICE

GROUP: TRẦN THỊ HUYỀN TRANG

NGUYỄN CHÂU MINH THƯ

What is constructivism?- A theory of learning which posits that students learn by actively constructing their own knowledge(Von Glasersfeld 1996; Fosnot 1996; Duffy and Cunning-Ham 1996).- Including 2 approaches:

+ cognitive constructivism (Piaget)+social constructivism (Vygotsky)

Cognitive constructivism

• Concentrate on the importance of the mind in

learning.

• Piaget: the terms accommodation and

assimilation to describe the interplay of mind

and environment in the learning process

(Gleitmean 1987)

Social constructivism

• Vygotsky: the social, interpersonal aspects of

learning precede the individual, intrapersonal

aspects(Corfrey 1995)

=> The debate continues

Because:

+ not understand how individuals think without

an appreciation of the cultural context in which

their thoughts developed.

+ cognition and cultural influences are

inextricably entwined.

Principles and suggestion(wood,1995)- Learning environment support the learner’s contraction of knowledge- Activities should be allowed for communicating

and exchanging ideas- Motivation- Teacher create a learning environment- Reflection- Authentic learner authorship and ownership- Classroom interaction

EFL issues

Constructivist approach helps:

• Give sts choices and provide language practice.

• Encourage sts to experiment freely with the

language.

• Constructivism in the class room.

Making room for constructivism in curriculum

2 approaches:

• Construction

• instruction

DEALING WITH FACTUAL INFORMATIONInstructivist classroom

• The reading material is usually chosen by the teacher

• Questions to accompany the text are pre-pared by the teacher.

• Main emphasis is on the correct answer(product orientation).

• Assessment is usually straightforward and quick, since it only requires comparison against an answer key.

Constructivist classroom• Several reading sources or choices are

given. students choose what to read.• Generic questions that can fit a variety

of texts are provided for students to apply to their specific texts.

• Student-initiated questions are encouraged

• Main emphasis in on the strategies employed to obtain the answer( process orientation)

• Assessment requires familiarization with multiple texts(chosen by the students) and assessment of a variety of responses, and is therefore time-consuming

Flexibility and internet

• Cognitive flexibility

• Task flexibility

• Curricular flexibility

CONSTRUCTIVISM IN THE IN-SERVICE

WORKSHOP

The language learning center1980s – at Tel Aviv University

Orient a learning program

Seek ways to integrate IT to the courses

The attitudes of EFL Colleagues

Difficult & Frustrating

INTEGRATION

TECHNOLOGY

PHILOSOPHY

ASSIMILATION TAKE TIME

Teacher-training sessions

DOC-based program

Use the Internet

INSTRUCTIVIST PARADIGM

Cognitive aspects

satisfied

Methodology

conduct

the next

workshop

conduct

constructivist

classroom session

Learning

environment

Group

discussion

Understanding

Constructivist

Figure 1. Workshop handout with questions posed by teachers

1. Why ?

2. What characteristics? What kinds of tasks?

3. How to develop?

4. How to connect?

5. How to SS carry out?

6. How to carry out in pairs/small group- outside of class?

7. How to motivate anti-computer SS?

Internet-based

TasksCOURSES

Figure 2. summary of teachers’ answer1. REASONS

$$$ - TREE

EDIT - UPDATE

EFFORT - TIME

VALUABLE RESOURCES

ACCESSIBILITY

AUTONOMY

AUTHENTICITY

THE LINKS

SENSE OF

ACHIEVEMENT

VARIETY

2. UNIQUE CHARACTERISTICS

COMPARISON - SYNTHESIS

RELIABILITY

& BIAS

WIDE RANGE

INTERACTIONS

SYNCHRONOUSNESS

FLEXIBILITY

PROCESS

VISUALS -

GRAPHICSS

INCORPORATION

3. ≠ PLANNING, FOCUS & METHODOLOGY

CONSTRUCTING MEANING

TEACHER -LESS CONTROL

SS AUTONOMYPLANNED INTERNET

TASKSMODELING

DEVELOP GENERIC QS/ TEMPLATE

PROVIDE – CHECK LINKS

4. RELATING/ CONNECTING

EXAMPLES - ILLUSTRATIONS

EXPAND TOPICS, UPDATE MATERIAL,

INTRODUCE VARIOUS MEDIA

5. MANAGEMENT

ORAL PRESENTATION/ WRITTEN REPORT

PAPER/ ONLINE, HOW TO TOGGLE

6. COOPERATIVE TASKS

7. MOTIVATIVING ANTI-COM SS

EMAIL

LAB ON CAMPUS

SOMEONE’S HOUSE

EXTRA CREDIT/ COURAGE

WORK WITH COMPUTER SAVVY

ALLOT TIME