humanistic-constructivist theories 2013 (1)
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The humanistic approach andconstructivist point of views on
learning, and their application in theclassroom
LEARNING THEORIES ANDPROCESSES
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DEFINITION
HUMANISM - a method of beliefs concerned withthe needs of people and not withthe religious ideas
APPROACH - a method of doing something ordealing with the problem
HUMANISTIC APPROACH
A method of doing something that concerned withthe needs of people
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The basic objectives of humanistic approachin education are to encourage students to :
Be self-directed and independent
Take responsibility for their learning
Be creative and interested in the arts
Be curious about the world around them
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There are 5 principles of Humanistic Approach in
education
(i) Self-direction
(ii) Wanting and knowing how to learn
(iii)Selfevaluation
(iv)The importance of feelings
(v)Freedom from threat
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# Students can choose what they want to learn
# The teachers should not interfere or determining
students decision
# Let the students to initiate the activity they want
and then ask teachers simply to provide information
and equipments for them to use in their activity.
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how to learn
# Learning how to learn is more important than
acquiring factual knowledge
# Teachers can play their role by helping the studentslearn how to learn
# Should emphasize more on thinking process rather
than teaching determination
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# Humanistic educators believe that grading systems
are irrelevant
# The students will not achieve their personal
satisfaction
# According to Holt (1964),
Comparisons and grades are seen as humiliating
the child
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# Humanistic educators believe that bothfeelings and knowledge are important to
the learning process# As teachers, we should concern aboutour students feelings
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# The learning can be easiest and meaningful ifit takes place in a non-threatening situation
# Non-threatening situation is when thestudents feel unstressed and able to overcometheir pressure
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in the classroom
(1) Teacher as a facilitator
# teacher guides the activity which has been done by thestudents
(2) Enhance critical thinking
# the whole class will take part in the activity by havingcritical thinking process
# by practicing critical thinking system, well producestudents who are able to express their views and able to
think deep beyond(3) Establish privacy files
# privacy files so that the students will know their level
# can only be opened by the individual itself
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(4) Fair learning
# teachers should apply a fair learning process
which every student is given chance to show theirability and free to express their view
# everything being taught by us must be explain toall and not to particular person only
(5) Provide non-threatening environment
# instead of giving the task individuality, the teachercan set the task in group but evaluate individually
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To the growth of
Humanistic Education
(1) CARL ROGERS
5 learning theories (i) Personal experience
(ii) Perfect self-esteem
(iii) The reality of self-esteem
(iv) Build one-self
(v) The choice of behaviour
that not against ones belief
(2) ABRAHAM MASLOW
Hierarchy of human needs
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There are 5 learning theories by Carl Rogers :
(1) Personal Experience
# Each individual has their own experience which
depends on ones surrounding# Ones experience and thought cant be perceived by
others
(2) Perfect Self-Esteem
# Every person has desired to be successful and happy
# Intrinsic motivationis important in order toencourage students to excel
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(3) Realization of Self-Esteem
# as teachers, we must try to understand the studentsbehaviour
# the best way to understand a person is throughcommunication
(4) Self-development# we know ourselves based on our experience, ability and
strength
# if the experience that have been faced is negative, so hisindividual concept will be negative too
(5) The choice of behaviour that is not against ones belief
# we should show behaviour that based on our belief
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Hunger / thirst
To feel secure and safe
To be with others
To achieve / compete
HIERARCHY OFHUMAN NEEDS
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CONSTRUCTIVIST POINT OF VIEW
ON LEARNING
CONSTRUCTIVISM
WHAT IS
CONSTRUCTIVISM?
THEORIES
FORMSTHE
CONSTRUCTIVIST
CLASSROOMCOGNITIVE
SOCIALVYGOTSKYSPIAGETSAPPLICATION
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What is constructivism?
- a view of learning based on the belief thatknowledge is not a thing that can be simply
given by teacher.
- knowledge is constructed by learners
through an active, mental process of
development
- learners are the builders and the creators ofmeaning and knowledge.
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is important..
- as the educational curricula are changing
TRANSMISSIONCURRICULUM
TRANSACTIONALCURRICULUM
Traditional curriculum -
students are passively listen,
acquire facts
Students are activelyinvolve - to reach new
information
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Students do not simply memorise or take on othersconceptions of reality students create their ownmeaning and understanding.
Learning as the result of mental construction;fitting new information + present information =construct own understanding
Learning affected by the context and beliefs andattitudes of the leaner is encouraged to inventown solutions, hypotheses, and try out ideas.
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PIAGET VYGOTSKY
Learning occurs by an activeconstruction of meaning,rather than by passiverecipience.
Students makesense of the newinformation
Personal construct- whichpropose about the look ataround the world throughpatterns which we create.
Students create their ownways of seeing the world inwhich they live
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It is based on Piagets work
Focus on individual, internal constructions ofknowledge
Emphasizes on individuals search for meaning as
they interact with the environment
-E.g: the learners background knowledge,
where more knowledge provided by parents,
thus - better understanding for learners.
COGNITIVE CONSTRUCTIVISM &
SOCIAL CONSTRUCTIVISM
i) COGNITIVE CONSTRUCTIVISM:
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ii) SOCIAL CONSTRUCTIVISM
It is influenced by Vygotskys work
It suggests that knowledge is 1st constructed ina social context
Emphasizes the process of sharing individual
perspectives; collaborative elaboration
learners constructed understanding wouldnt be
alone
Emphasizes on teachers role in encouraging
collaborative work among students
Social interactionstudents-teacher, students-
studentsboth will gain benefits
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CONSTRUCTIVIST CLASSROOM
STUDENT-CENTERED
TEACHERSLEARNERSMore focus on students
learning than a teachers
teaching
Focus on speaking and
listening
Active,
independent
learners
Researchers/
supporters only
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STUDENT-CENTEREDLEARNERS TEACHERS
Interactive nature
Sharing responsibility
among teachers andstudents
Demonstrate
mutual respect
Active/meaningful
learning
Provide
students with
experiences
Promotes
communication
Createsflexibility
In a central
position
Are perceived asmeaning-maker
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The Teachers should:
Listening to students ideas and encouraging them
Encouraging students to actively participate in doing,discussing and creating
Providing more than one source of information so
students can see different perspectives and havemany inputs
Encouraging students to compare and contrast ideas
Including writing, so that students can think through
their ideas
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APPLICATION IN THE CLASSROOM
1) Inquiry and Problem-based Learning
Problem launches students inquiry
The problem presentedhas yes or no answer.
2) Group Work and Cooperation in learning
Several students working together
All members in group must be cooperative
Evolving constructivist perspectives on learning
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3) Making Cooperatives Learning Work
5 elements that define true cooperative learninggroup (David & Johnson, 1999) :
i) face-t-face interaction
ii) positive interdependenceiii) individual accountability
iv) collaborative skills
v) Group processing
e.g.: Jigsawan early format for cooperativelearning that emphasizes highinterdependence
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4) Dialogue and Instructional
Conversations instructional conversations becausethey are
designed to promote learning but it includesconversations not lectures
Teachers goalto keep everyone cognitivelyengaged in a substantive discussion