Constructivist, Inquiry and Problem-Based Learning

Not Just an Empty Vessel

Presented by:Morgan BennettJennifer Johnson

Michelle WetzKimberly

White

Based upon the work of John Dewey, Jean Piaget, L.S. Vygotsky, and others.

Facilitates inductive reasoning through active learning and social interaction between students and teachers.

Children naturally play to learn, use that to help teach.

What is the Constructivist Approach?

Advocated movement away from Authoritarian Direct Instruction.

Argued education should focus on understanding what and how students experience in order to better meet their educational needs.

Formulated fundamental viewsof constructivist practices.

John Dewey (1859-1952)

Developed an elaborate theoretical system –Children attain knowledge by passing through

a predictable series of increasingly complex and abstract cognitive stages.SensorimotorPreoperationalConcrete Operational Formal Operational

Jean Piaget (1896 – 1980)

Created Zone of Proximal Development (ZPD)

Leo Vygotsky (1896 – 1934)

Flexible knowledgeProblem- solving abilitySelf-directed learning skillProblem formation and reasoning

Research shows that constructivist techniques foster…

Inquiry LearningProblem-Based Learning

Two Constructivist Models

Effective Inquiry Unit Cycle1. Teacher identifies and introduces class to

the questions or problem.2. Teacher demonstrates topic-specific

techniques3. Students engage in hands-on investigation

of topic – either first or second hand methods

All stages are usually conducted in groups – this allows for scaffolding (both student-to-student and teacher-to-student)

Inquiry Learning

After initial introduction the teacher becomes a facilitator

By the end of the activity, additional questions should be raised to spur-on the next cycle of inquiry.

Inquiry Learning (cont.)

Students work in collaborative work groups of about 5

Teacher presents a real-world problem – often in narrative form – that students must work together to solve

Problem-Based Learning (PBL)

PBL steps:Teacher orients students to the problemStudents organize into groups (with teacher

assistance if necessary)Teacher facilitates as student break down the

problemStudents proceed to solve the pieces of the

problemEach group develops a presentation or

product to share with the class as a whole.Students reflect upon the investigation and

the processes they used during the investigation

Problem-Based Learning (PBL)

Cooperative Learning GroupsTeachers pose challenging, authentic

questions and then provide the resources needed for students to investigate them independently

Teacher = FacilitatorScaffoldingJournaling and/or oral presentations that

include reflection upon the process

Shared Elements

Choosing the right topicProviding the appropriate resourcesTime consuming – planning and executing

Challenges

Constructivists ModelsInquiry Learning

Problem-Based Learning

When used properly, propel students to higher levels of

learning.