Cognitive and Social Constructivism
____________ is more a philosophy about knowledge than a scientific theory of learning.
Constructivism
a characteristic of cognitive scaffolding; the teacher is constantly adjusting, differentiating, and tailoring responses to the students
Contingency support
The five elements that define true _______________ learning groups are:
1. positive interdependence
2. promotive interaction
3. individual accountability
4. collaborative and social skills
5. group processing
cooperative
you do not need to reinvent the wheel. Focus on identifying centers of expertise where existing resources are available
golden rule for technology integration
In 1. ______________ constructivism, learning means individually possessing knowledge, but in 2.___________ constructivism, learning means belonging to a group and participating with that group in the social construction of knowledge
1. cognitive
2. social
Although there is no single constructivist theory, most constructivist perspectives do agree on two central ideas:
1. Learners are ___________ in constructing their own understanding- they create knowledge by going beyond the information they are given
2. ____________________ are important in this knowledge construction process
1. active
2. social interactions
an interdisciplinary science of learning, based on research in psychology, education, computer science, philosophy, sociology, anthropology, neuroscience, and other fields that study learning
Learning sciences
to ensure successful cooperative learning, teachers have to plan _________, monitor, support, and consolidate learning __________, and reflect on learning ________ the activity
before, during, after
a simulation of a real-world environment that immerses students in tasks like those required in a professional practicum; purpose is to learn through enculturation
Immersive virtual learning environment (IVLE)
confronting issues of accountability with various stakeholders in the school community; negotiating with key others the authority and support to teach for understanding
Political dilemmas
Focus on how individuals use information, resources, and even help from others to build understanding; derived from Piagetian concepts
Cognitive constructivists
elicit students' ideas and ________________ in relation to key topics, then fashion learning situations that help students elaborate on or restructure their current knowledge
experiences
students work in pairs or triads to ask and answer questions about the lesson material
Reciprocal questioning
many researchers suggest ____________ provide a natural, engaging form of learning and that "combining these with educational objectives could not only trigger students' learning motivation, but also provide them with interactive learning opportunities"
games
conditions recommended by many constructivist approaches
1. environments
2. social
3. self-awareness
4. ownership
view learning as increasing our abilities to participate with others in activities that are meaningful in the culture; derived from Vygostky-an concepts; puts learning in social and cultural contexts
Social constructivists
provide students with a variety of information resources as well as the _________ (technological and conceptual) necessary to mediate learning
tools
a learning process in which each student is part of a group and each group member is given part of the material to be learned by the whole group. Students become "expert" on their piece and then teach it to the others in their group
Jigsaw classroom
the thought processes involved in formulating problems so you can represent their solution steps and algorithms for computing; includes, but is not limited to, programming and coding
Computational thinking
view of knowledge as creation of the community
Enculturation
knowledge is assumed to be the individual's construction; it cannot be judged right or wrong; the extreme end of individual constructivism that holds that each of us constructs meaning (knowledge) from our own experiences as we try to explain to ourselves what we perceive, but we have no way of understanding of "knowing" the knowledge constructed by others or even whether our knowledge is "correct"
Radical constructivism
teachers and students make meaningful connections between what the teacher knows and what the students know and need in order to help the students learn more
Scaffolding
becoming conscious of the culture of your classroom; questioning assumptions about what kinds of activities should be valued; taking advantage of experiences, discourse patterns, and local knowledge of students with varied cultural backgrounds
Cultural dilemmas
an explanation about how knowledge is constructed; knowledge constructed based on social interactions and experience; Vygotsky; reflects outside world filtered through and influenced by culture, beliefs, interactions, direct teaching, models; mirror and not a mirror
Both external/internal direction
Students learn lessons at home with the help of videos or other instructional materials and spend their valuable classroom time doing assignments with help from their instructor; good example of constructivist teaching
Flipped classroom