Social-Constructivist ApproachSocial-Constructivist Approach

• learning is claimed to be achieved by sharing, discussing and critically reviewing learning is claimed to be achieved by sharing, discussing and critically reviewing own and others ideas/productsown and others ideas/products

• this paradigm treasures and values the establishment of a strong cooperative and cthis paradigm treasures and values the establishment of a strong cooperative and collaborative culture within a knowledge-building community ollaborative culture within a knowledge-building community

• students can learn, construct new knowledge and relate new knowledge to prior kstudents can learn, construct new knowledge and relate new knowledge to prior knowledge through interacting with othersnowledge through interacting with others

• interaction, sharing and discussion are significant to the lessonsinteraction, sharing and discussion are significant to the lessons

Education PhilosophyEducation Philosophy Social-Constructivist ApproachSocial-Constructivist Approach

• this approach often being used with Task-based Approach or Problem-based this approach often being used with Task-based Approach or Problem-based Learning ApproachLearning Approach

• apart from students’ understanding about the subject matter knowledge, apart from students’ understanding about the subject matter knowledge, social-constructivist approach aims at helping students to develop their social-constructivist approach aims at helping students to develop their metacognitive abilities and higher order thinking skills, such asmetacognitive abilities and higher order thinking skills, such as

• reflective thinking skills reflective thinking skills

• critical thinking skills critical thinking skills

• skills of constructing knowledge through working cooperatively and skills of constructing knowledge through working cooperatively and collaboratively with otherscollaboratively with others

Education PhilosophyEducation Philosophy Social-Constructivist ApproachSocial-Constructivist Approach

• students play the role of the co-builders of knowledgestudents play the role of the co-builders of knowledge

• students have to response to challenges, review own and other works/ideas students have to response to challenges, review own and other works/ideas criticallycritically

• teacher would design classroom activities in which students can attain teacher would design classroom activities in which students can attain knowledge co-construction & explorationknowledge co-construction & exploration

• teacher does not see their primary role as that of an expert but rather as teacher does not see their primary role as that of an expert but rather as someone who poses challenges to students and responses students’ discussions someone who poses challenges to students and responses students’ discussions

Roles of Teachers & StudentsRoles of Teachers & Students Social-Constructivist ApproachSocial-Constructivist Approach

The number of lessons that this approach may take depends on the The number of lessons that this approach may take depends on the discussion topic and its demanded answers. The learning flow includes: discussion topic and its demanded answers. The learning flow includes:

1. Teacher states the discussion topic1. Teacher states the discussion topic

2. Students organize their points of view on their own or in groups2. Students organize their points of view on their own or in groups

3. Students’ presentation3. Students’ presentation

4. Students’ discussion4. Students’ discussion

5. Teachers’ feedback5. Teachers’ feedback

Learning ProcessLearning Process Social-Constructivist ApproachSocial-Constructivist Approach

IT tools play a significant role in presenting information/idea effectively and IT tools play a significant role in presenting information/idea effectively and this includes:this includes:

• Technology as an effective and attractive means of presentationTechnology as an effective and attractive means of presentation

• On-line Discussion ForumOn-line Discussion Forum

Role of ITRole of IT Social-Constructivist ApproachSocial-Constructivist Approach

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Social-Constructivist ApproachSocial-Constructivist ApproachExamplesExamples

Lesson Video ClipsLesson Video Clips

S.4 & 5 GPAS.4 & 5 GPA

S. 4 & 5 GPAS. 4 & 5 GPA Dismissal of the Urban & Regional CouncilsDismissal of the Urban & Regional Councils

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Your ReflectionYour Reflection

Lesson OutcomeLesson Outcome

Lesson GoalsLesson Goals

Lesson OutlineLesson Outline

Lesson Video ClipsLesson Video Clips

Lesson GoalsLesson Goals

1.Form 4 students can learn knowledge about “Dismissal of the Urban & Re1.Form 4 students can learn knowledge about “Dismissal of the Urban & Regional Councils”.gional Councils”.

2.Form 5 students can renew their knowledge about “Dismissal of the Urban 2.Form 5 students can renew their knowledge about “Dismissal of the Urban & Regional Councils”. & Regional Councils”.

3.Form 4 students can learn the positive learning attitude and critically thinki3.Form 4 students can learn the positive learning attitude and critically thinking skill from Form 5 students.ng skill from Form 5 students.

Dismissal of the Urban & Regional CouncilsDismissal of the Urban & Regional Councils

1.Form 4 students can learn knowledge about “Dismissal of the Urban & Regio1.Form 4 students can learn knowledge about “Dismissal of the Urban & Regional Councils”.nal Councils”.

2.Form 5 students can renew their knowledge about “Dismissal of the Urban & 2.Form 5 students can renew their knowledge about “Dismissal of the Urban & Regional Councils”.Regional Councils”.

Dismissal of the Urban & Regional CouncilsDismissal of the Urban & Regional CouncilsLesson OutcomeLesson Outcome

1.Lesson Objectives and Discussion Topic1.Lesson Objectives and Discussion Topic

Teacher states the lesson objectives and the discussion topic

F.4 students’ presentationF.4 students’ presentation

3.Students’ Discussion3.Students’ DiscussionDiscussion between F.5 and F.4 students

4.Teacher’s feedback4.Teacher’s feedback

Teacher provides feedback to F.5 and F.4 students

2.Group Presentation2.Group Presentation

Lesson OutlineLesson Outline S.4 & 5 GPAS.4 & 5 GPA

S.4 & 5 GPAS.4 & 5 GPALesson Video ClipsLesson Video Clips

• PowerPoint

• 1 computer

• Data Projector & Screen

• PowerPoint Operation

• PowerPoint Operation

• classroom

• about 70

S.4 & 5 GPAS.4 & 5 GPAEquipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Teacher’s Technological Competence Technological Competence

Students’ Technological CompetenceStudents’ Technological Competence

VenueVenue

No. of StudentNo. of Student

EquipmentEquipment

1. What kind of discussion can benefit students’ learning? How will you help your students to undergo such kind of discussion?

2. What challenges teacher has to face in this approach? How will you equip yourself?

S.4 & 5 GPAS.4 & 5 GPAYour ReflectionYour Reflection

The Clinton ScandalThe Clinton Scandal

This lesson is the second part of the whole learning unit:

The First Part:

Students learn vocabulary and expressions from some newspaper articles and then write a composition about the Clinton Scandal.

The Second Part:

Students search for relevant information for a self-decided topic.

The Third Part:

Students make use of the information to write a reflective essays or imaginative stories and conduct a discussion titled “Justice & Truth; Fiction & Reality”.

S.5 EnglishS.5 English

• to help students to develop ability and attitude for identifying

relevant information

• to help students to develop their reflective thinking skills

The learning goals of this lesson is:

Learning GoalsLearning Goals S.5 EnglishS.5 English

1. Students can identify relevant information from Internet.

2. Students can find their own standpoint for their essay which they

will write in the next part of the learning unit.

Learning OutcomeLearning Outcome S.5 EnglishS.5 English

1. Exercise on Information Identification & Computer Operation Demonstration

Teacher asks students to identify relevant information from an article with a given focus.

2. Exercise on Information Identification with own-decided focus

Teacher ask students to set their own focus and search for relevant information from Internet in groups.

3. Whole Class Discussion & Teacher’s Feedback

Teacher discuss how to decide focus and carry out information search according to students’ progress.

4. Inter-Group Discussion

Students carry out inter-group discussion.

5. Exercises on Reflective Thinking

Teacher asks some questions to prompt students to reflect on their own thinking or experiences. Then students have to put their answers into the computers.

Lesson OutlineLesson Outline S.5 EnglishS.5 English

• Lans Operation (e.g Open or Save files)

• Internet Browser (browsing homepage & downloading text)

• Word Processing Software

• Internet Search Engine

• Lans Operation (e.g Open or Save files)

• Word Processing Operation

S.5 EnglishS.5 English

• Classroom

• About 70

Teacher’s Technological Competence Technological Competence

Students’ Technological CompetenceStudents’ Technological Competence

VenueVenue

No. of StudentNo. of Student

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements

• LANs

• 1 computer for teacher

• 40 computers for students

• Data Projector & Screen

• Internet Access

• Word Processing Software

• Internet Browser

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EquipmentEquipment

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Lesson Video Clips Lesson Video Clips S.5 EnglishS.5 English