2. Implications of Vygotsky’s Ideas
1. Present challenging tasks within the context of
collaborative , cooperative activities (mixed ability
groups, mixed-aged groups), and group work
activities. (p. 323)
2. Scaffold Children’s efforts: (i) demonstrate
complex tasks and encourage imitation, (ii)
divide the complex task into simpler parts, (iii)
provide a structure, a set of steps, guidelines, (iv)
give frequent feedback.
3. 3. Present problems in the Zone of Proximal
development (scaffolding and dialogue methods)
4.Provide opportunities for authentic
activities (video, performances, newspapers, etc.). Allan
Collins (2006) has suggested that school knowledge has become too
specialized and removed from the world beyond school.
5.The Importance of Play and its role in
learning.
4. Constructivism Views of Learning
Grounded in the research of Piaget and Vygotsky.
Both theories agree on two central ideas:
1. Learners are active in constructing their own
knowledge.
2.Social interactions are important in this knowledge
construction process. (p. 311)
Emphasizes the active role of the learner in
building understanding and making sense of
information.
5. COMMON ELEMENTS OF
CONSTRUCTIVISM
KNOWLEDGE IN USE (critical thinking, inquiry, self-
determination, active problem solving).
CHILD-CENTERED EDUCATION (STUDENT
CENTERED)
LEARNING BY DISCOVERY
These elements can be applied to all subjects in a
curriculum (from science, to math to English).
6. The 5 Conditions of Learning For Child-Centered
Teaching
1. Embed Learning in 3. Support multiple
complex, realistic, and perspectives and use
relevant learning multiple representations
environments. of content.
4. Nurture self-
2. Provide for social awareness.
negotiation and shared
responsibility as part of 5. Encourage ownership
learning. in learning.
See page
314
7. Constructivist and Social Constructivist
Perspectives
Piaget Vygotsky
Children benefit only Children benefit from
from experiences that experiences that they can
they can relate to what relate to with the help of
they already know. a more knowledgeable
(accommodation occurs partner.
only when it is (Teach at the Zone of
accompanied by some Proximal Development).
degree of assimilation). Socio/Cultural
Psychological/Individual Constructivism
/Cognitive Constructivism
8. Teaching Approaches that put the student at the
center
PROBLEM BASED
INQUIRY LEARNING
LEARNING
TEACHER : presents a
question, problem, an A realistic problem is presented
interesting event. that does not necessarily have a
“right” answer. Instead several
STUDENT :formulates solutions are encouraged
hypotheses, collects A DIFFERENT CURRICULUM
data, draws APPROACH.
conclusions, reflects.
AIM: To learn content A DIFFERENT PROCESS OF
LEARNING.
and process of
knowledge. (p. 317) TEACHER/PUPILS ROLE
AN INDIVIDUAL or A CHANGES IN SIGNIFICANT
COLLABORATIVE WAYS.
PROCESS
9. Examples of Problem-Based Learning
Current affairs, pollution, students conflicts, etc.
“Cathie’s elementary class learned about the Alaskan
oil spill. She brought a newspaper article to class that
sequenced in logbook fashion the events of the oil spill
in Prince William Sound. To prepare her students to
understand the article, she had her students
participate in several background building experiences.
First, they used a world map, an encyclopedia, and
library books to gather and share relevant information.
Next, she simulated an oil spill by coating an object
with oil. By then, the class was eager to read the
article.” (p.318)
10. Teaching Approaches that put the student at the
center
Cognitive Apprenticeship
Cooperative Learning
–Reciprocal Teaching
A relationship in Situations where
which a less
experienced learner elaboration, interpr
acquires knowledge etation, explanation
under the guidance of and argumentation
an expert.
1. S.observe an expert, 2.
are integral to the
S.get external support, 3. S. learning activity.
receive conceptual
scaffolding, 4. S. articulate
and reflect, 5. S. are required
to explore new ways to apply
knowledge. P. 321
