The Constructivists and Scaffolding Techniques

Welcome to this second unit dealing with techniques rooted in the constructivist theory.

Revising about Constructivism will help us understand powerful concepts about language learning which we usually put into practice in our lessons.

We may also refresh our own ideas on how we learn and what are the techniques that are rooted in those theories of learning and teaching.

When entering in the field of education, we are instructed on teaching and learning theories as the basis upon which we may build our teaching practices, select the best techniques and principals, adapt or develop educational material and the like.

THE CONSTRUCTIVISTS

Can you recognize these theorists?

Constructivists

ACTIVITY

https://docs.google.com/presentation/d/1p4JGbhtUdvtJl0UnHgzKmdUs49XvEBKigxCy9vi3W0k/edit?usp=sharing

Constructivist Theory holds that learners construct meaning in a personal way, rooted in their own experience and beliefs. In that way, meaning is based on "prior knowledge" and new events.

In constructivism, learning occurs through experiencing the world. This 20th-century theory is built on the work of psychologist Jean Piaget, who believed that children build their own knowledge through play and their experiences. Constructivism also takes cues from psychologist Lev Vygotsky and his understanding that learning is a social activity.

The learner is able to develop concepts that may have originated from past knowledge or experience. Constructivism argues that new knowledge is created when people socialize and exchange information.

Constructivism is an active learning process similar to discovery learning.

Constructivism claims that each learner constructs knowledge individually and socially. The “glue” that holds the constructs together is meaning. Knowledge is not “out there”, as the realist philosophers such as Plato claimed. Knowledge is always an interpretation of reality, not a “true” representation of it.

Principles of Constructivism

1- Knowledge is constructed rather than passively absorbed.

2- Learning is an active process.

3- All knowledge is socially constructed.

4- All knowledge is personal.

5- Learning exists in the mind.

6- Not teacher-directed.

7- The teacher is a facilitator encouraging students to develop themselves.

8- Social constructivism explains that meanings can be developed from social encounters (Bandura, 1989).

9- Students are not able to learn at the same pace.

10- Teaching styles should accommodate all possible learning. These teaching styles include; direct instruction, inquiry, and collaborative learning.

11- Constructivists' learning theory allows the teacher to accord the student autonomy and encourages the use of personal initiatives.

12- Use of raw data to enable students to become more creative and innovative (Hein, 1991).

13- Teachers need to enquire about students' prior knowledge about the topic of the lesson to be taught (Hein, 1991).

14- The teacher should also encourage student-teacher and student-student communication.

15- Techniques: ask open-ended questions

16- Wait for students' responses. They need to elaborate and synthesize the information before they respond to questions.

17- Constructivism recognizes the importance of students’ active engagement in the learning process; thus, learning objectives written for a constructivist setting are student-centered.

18- A student’s background, perceptions, and perspective affect their learning in that they are foundations to build upon.

19- Learning is an active rather than a passive process in "empty vessels".

20- Learning is a matter of sharing and negotiation of socially constituted knowledge.

Differences of Learning Theories

Let's revise again the assets of Constructivism

Other Specific Examples of Constructivist Methods:

1. ILPE method* (investigating learner’s previous experiences)

• Teacher leads students to brainstorm an idea to allow the teacher to assess prior knowledge.

2. Deductive concept method*

• Teacher defines concepts and leads students to give examples.

3. Inductive concept method*

• Examples and non-examples are given and the teacher leads the students to a conceptual definition.

4. Directed discussion method*

• Focus on teacher-student interaction. Series of questions related to materials facilitate students’ grasp of one or more principles.

5. Exploratory discussion methods*

• Focus is on student-student interaction. The teacher mediates a discussion between students that explores different viewpoints based on documentation. May include role play.

6. The Information Construction (ICON)** model contains seven stages:

1. Observation: Students make observations of primary source materials embedded in their natural context or simulations thereof.

2. Interpretation Construction: Students interpret their observations and explain their reasoning.

3. Contextualization: Students construct contexts for their explanations.

4. Cognitive Apprenticeship: Teachers help student apprentices master observation, interpretation, and contextualization.

5. Collaboration: Students collaborate in observation, interpretation, and contextualization.

6. Multiple Interpretations: Students gain cognitive flexibility by being exposed to multiple interpretations from other students and from expert examples.

7. Multiple Manifestations: Students gain transferability by seeing multiple manifestations of the same interpretations.

References:

* http://constructivism512.pbworks.com/w/page/16397309/Try%20It%20Yourself

**http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html

ACTIVITY

Watch this video about a constructivist lesson and annotate the techniques the teachers is putting into practice in the first 3 minutes of the lesson.