LEARNING AS PUPIL ACTIVITY

COMPARISONTEACHER CENTERED• The goal is for the teacher to transfer

her knowledge to the student

• Focused on the teacher

• Put more value on the plan than it does on the participants

• Focus on teaching objectives

• The goal is to provide answers to her students

• Follow the leader might be an accurate description

• Students are passive

LEARNER CENTERED

• Focus on students desire and ability to acquire knowledge

• Focuses on the student

• More fluid and flexible

• Focus on learning outcomes of the students

• Focuses more on students asking questions

• The teacher is more of a guide than a leader

• Students are actively engaged in class

BACKGROUND RESEARCH

• Theorist like John Dewey, Jean Piaget, and Carl Roger’s, whose collective work focused on how students learn, is primarily responsible for the move to student-centered learning

• Central to their ideas is that students actively construct their own learning-known as

constructivism

CONSTRUCTIVISM

• Propagators: Jean Piaget, Vygotsky, Jerome .s. Bruner, Norm Chomsky

• Constructivism says that pupil construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.

TRADITIONAL CLASSROOM

• Curriculum begins with the parts of the whole. Emphasizes basic skills

• Strict adherence to fixed curriculum is highly valued.

• Materials are primarily text books and workbooks.

• Learning is based on repetition.

• Teachers disseminate information to students; students are recipient of knowledge.

• Teachers role is directive.

• Assessment is through testing correct answers.

• Knowledge is seen as inert.

• Students work primarily alone.

CONSTUCTIVIST CLASSROOM

• Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.

• Pursuit of student questions and interests is valued.

• Materials include primary sources of material and manipulative materials.

• Learning is interactive, building on what the student already knows.

• Teachers have a dialogue with students, helping students construct their own knowledge.

• Teacher’s role is interactive, rooted in negotiation.

• Assessment includes student works, observations, and points of view, as well as tests.

• Knowledge is seen as dynamic.

• Students work primarily in groups.

CONSTRUCTIVIST TEACHER’S USE MANY TECHNIQUES IN THE TEACHING PROCESS;

they may:

• Prompt students to formulate their own questions(inquiry)

• Allow multiple interpretations and expressions on learning(multiple intelligences)

• Encourage group work and the use of peer as resources(collaborative learning)

In a constructivist classroom, learning is…..

CONSTRUCTED

students come to learning situations with already formulated knowledge, ideas, and understandings.

ACTIVE

the student is the person who creates new understanding for himself. the teacher coaches, moderates, suggests, but allows the students to experiment ask questions, try thing that don’t work.

REFLECTIVE

students control their own learning process, and they lead the way by reflecting on their experiences. this process makes them experts their own learning.

COLLABORATIVE

students learn about learning not only from themselves, but also from their peers. they can pick up strategies and methods from one another.

INQUIRY-BASED

the main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers.

EVOLVING

students have ideas that they may later see were invalid, incorrect, or insufficient to explain new experiences. These ideas are temporary steps in the integration of knowledge.

The constructivist model says that the student compares the

information to the knowledge and understanding he already has,

and one of three things can occur:

• The new information matches up with his previous knowledge pretty well(it’s consonant with the previous knowledge), so the student adds it to his understanding.

• The information doesn’t match previous knowledge(it’s dissonant).

• The information doesn’t match previous knowledge, and it is ignored.

MAIN IDEAS OF CONSTRUCTIVISM

• Learning by doing/discovery method

• Learning through debate

• Learning through problem solving

• Co-operative learning

• Collaborative learning

• ZPD(zone of proximal development)

• Scaffolding

• Learning is a mental activity

• It promote learning through real life situation

BENEFITS OF CONSTRUCTIVISM• Learn more and enjoy

learning more when they are actively involved.

• It concentrates on learning how to think and understand.

• It is transferable.

• It gives students ownership of what they learn.

• Constructivist assessment engages the student’s initiatives and personal investments.

• Engaging the creative instincts develops student’s abilities to express knowledge through a variety of ways.

• By grounding learning activities in an authentic, real world context, constructivism stimulates and engages students.

• It promotes social and communication skills.

• Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively.

THANK YOU ALL…………..