So, if we attend to individual mental models, we may indeed impact student engagement
This link has been bookmarked by 64 people . It was first bookmarked on 14 Sep 2006, by someone privately.
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Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.
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The first is that learners construct new understandings using what they already know. There is no tabula rasa on which new knowledge is etched. Rather, learners come to learning situations with knowledge gained from previous experience, and that prior knowledge influences what new or modified knowledge they will construct from new learning experiences.
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The second notion is that learning is active rather than passive. Learners confront their understanding in light of what they encounter in the new learning situation. If what learners encounter is inconsistent with their current understanding, their understanding can change to accommodate new experience. Learners remain active throughout this process: they apply current understandings, note relevant elements in new learning experiences, judge the consistency of prior and emerging knowledge, and based on that judgment, they can modify knowledge.
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onstructivist teachers do not take the role of the "sage on the stage." Rather, teachers act as "guides on the side" who provide students with opportunities to test the adequacy of their current understandings.
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03 Oct 15
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First, teaching cannot be viewed as the transmission of knowledge from enlightened to unenlightened; constructivist teachers do not take the role of the "sage on the stage." Rather, teachers act as "guides on the side" who provide students with opportunities to test the adequacy of their current understandings.
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Second, if learning is based on prior knowledge, then teachers must note that knowledge and provide learning environments that exploit inconsistencies between learners' current understandings and the new experiences before them.
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Third, if students must apply their current understandings in new situations in order to build new knowledge, then teachers must engage students in learning, bringing students' current understandings to the forefront.
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Fourth, if new knowledge is actively built, then time is needed to build it
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If learning is a constructive process, and instruction must be designed to provide opportunities for such construction, then what professional development practices can bring teachers to teach in student-centered ways?
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09 Oct 14
emTech Consulting"by Wesley A. Hoover
Published in SEDL Letter Volume IX, Number 3, August 1996, Constructivism
Constructivism has roots in philosophy, psychology, sociology, and education. But while it is important for educators to understand constructivism, it is equally important to understand the implications this view of learning has for teaching and teacher professional development.
Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key." -
21 Jul 14
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13 Jan 14
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Constructivism's central idea is that human learning is constructed,
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arning is the passive transmission of information from one individual to anothe
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earners construct new understandings using what they already know
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learning is active rather than passive
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eaching cannot be viewed as the transmission of knowledge from enlightened to unenlightened;
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This challenges teachers, for they cannot assume that all children understand something in the same wa
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Ample time facilitates student reflection about new experience
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instruction must be designed to provide opportunities for such construction, then what professional development practices can bring teachers to teach in student-centered ways?
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13 Sep 12
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12 Sep 12
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learners build new knowledge upon the foundation of previous learning
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engage students in learning, bringing students' current understandings to the forefront
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incorporate problems that are important to students
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interplay among participants helps individual students become explicit about their own understanding by comparing it to that of their peers.
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an improved (not "correct") view of the world.
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engage teachers in activities that will lead to new actions in classrooms.
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30 Apr 12
et musicedThe Practice Implications of Constructivism
by Wesley A. Hoover
Published in SEDL Letter Volume IX, Number 3, August 1996, Constructivism -
31 Jan 12
krpotterI recently completed an assignment on constructivism, and found this link to be very interesting and useful.
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05 Jun 11
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Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.
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30 Apr 11
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03 Nov 10
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Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.
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The first is that learners construct new understandings using what they already know
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The second notion is that learning is active rather than passive. Learners confront their understanding in light of what they encounter in the new learning situation. I
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hird, if students must apply their current understandings in new situations in order to build new knowledge, then teachers must engage students in learning, bringing students' current understandings to the forefront
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09 Oct 10
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04 Oct 10
iain kelly"Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. "
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22 Jun 10
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learners construct new understandings using what they already know
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learning is active
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apply their current understandings in new situations in order to build new knowledge, then teachers must engage students in learning, bringing students' current understandings to the forefront
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if new knowledge is actively built, then time is needed to build it
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give teachers time to make explicit their understandings of learning
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opportunities for teachers to test their understandings and build new ones
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22 Jan 10
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09 Jan 10
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18 Oct 09
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27 Sep 09
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14 Sep 09
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If learning is a constructive process, and instruction must be designed to provide opportunities for such construction, then what professional development practices can bring teachers to teach in student-centered ways?
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13 Aug 09
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Add Sticky Note
This challenges teachers, for they cannot assume that all children understand something in the same way. Further, children may need different experiences to advance to different levels of understanding.
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29 Jun 09
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10 May 09
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Teachers teach as they are taught, not as they are told to teach.
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23 Mar 09
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It is not enough for trainers to describe new ways of teaching and expect teachers to translate from talk to action; it is more effective to engage teachers in activities that will lead to new actions in classrooms.
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12 Dec 08
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05 Oct 08
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Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.
-
learners come to learning situations with knowledge gained from previous experience, and that prior knowledge influences what new or modified knowledge they will construct from new learning experiences.
-
The second notion is that learning is active rather than passive
-
Learners remain active throughout this process: they apply current understandings, note relevant elements in new learning experiences, judge the consistency of prior and emerging knowledge, and based on that judgment, they can modify knowledge.
-
First, teaching cannot be viewed as the transmission of knowledge from enlightened to unenlightened; constructivist teachers do not take the role of the "sage on the stage." Rather, teachers act as "guides on the side" who provide students with opportunities to test the adequacy of their current understandings.
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teachers must note that knowledge and provide learning environments that exploit inconsistencies between learners' current understandings and the new experiences before them. This challenges teachers, for they cannot assume that all children understand something in the same way. Further, children may need different experiences to advance to different levels of understanding.
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teachers must engage students in learning, bringing students' current understandings to the forefront.
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learning experiences incorporate problems that are important to students, not those that are primarily important to teachers and the educational system.
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Teachers can also encourage group interaction, where the interplay among participants helps individual students become explicit about their own understanding by comparing it to that of their peers.
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Ample time facilitates student reflection about new experiences, how those experiences line up against current understandings, and how a different understanding might provide students with an improved (not "correct") view of the world.
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Constructivist professional development give teachers time to make explicit their understandings of learning (e.g., is it a constructive process?), of teaching (e.g., is a teacher an orator or a facilitator, and what is the teacher's understanding of content?), and of professional development (e.g., is a teacher's own learning best approached through a constructivist orientation?). Furthermore, such professional development provides opportunities for teachers to test their understandings and build new ones. Training that affects student-centered teaching cannot come in one-day workshops. Systematic, long-term development that allows practice - and reflection on that practice - is required.
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Teachers teach as they are taught, not as they are told to teach. Thus, trainers in constructivist professional development sessions model learning activities that teachers can apply in their own classrooms. It is not enough for trainers to describe new ways of teaching and expect teachers to translate from talk to action; it is more effective to engage teachers in activities that will lead to new actions in classrooms
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26 Sep 08
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Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.
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learners construct new understandings using what they already know
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learning is active rather than passive
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teachers act as "guides on the side" who provide students with opportunities to test the adequacy of their current understandings.
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teachers must note that knowledge and provide learning environments that exploit inconsistencies between learners' current understandings and the new experiences before them.
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teachers must engage students in learning, bringing students' current understandings to the forefront.
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02 Sep 08
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10 Aug 07
Catherine LombardozziA paper on constructivism from the Southwest Educational Development Laboratory - while written for K-12 teachers, we can extrapolate to the workplace
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08 May 07
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08 Apr 07
Sandra GassnerSEDLetter Vol.IX, Issue 3 August 1996 The Practice Implications of Constructivism Constructivism has roots in philosophy, psychology, sociology, and e
imported BookmarksforSandraT.Gassner ConstructionistLearning del.icio.us
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Public Stiky Notes
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