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Social constructivism
- 1. Social Constructivism by Lev Vygotsky Dr. Manju N. D Assistant Professor SVK National College of Education, Balarajurs Road, NES Campus, Shivamogga. Email:manjundphd@gmail.com
- 2. Social Constructivism by Lev Vygotsky • Lev Vygotsky's constructivist theory, which is often called Social Constructivism. • Acording to Lev Vygotsky Culture gives the child the cognitive tools needed for development. • Adults such as parents and teachers are conduits for the tools of the culture, including language. • The tools culture provides a child include cultural history, social context, and language. • Today they also include electronic forms of information access.
- 3. What is Social Constructivism? • Emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding . • The study states that Culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky.
- 4. Assumptions • Knowledge is a product of human interaction. • Knowledge is socially and culturally constructed that is influenced by the group and it’s environment. • Learning is a social activity.
- 5. Examples of Social Constructivist Classroom Activities • Social Constructivism: Whole Language • Social Constructivism: Collaborative learning • Social Constructivism: Situated Learning • Social Constructivism: Anchored Instruction • Social Constructivism: Games, Simulations, Cases, and Problem Solving
- 6. Social Constructivism: • Whole Language : • Whole language approaches tend to emphasize writing about what the child already knows and can explain verbally. • Early "writing" activities, for example, might involve the child describing his or her neighborhood and the teacher writing what the child says on a large piece of paper.
- 7. • Collaborative Learning: • Learning is promoted through collaboration -- collaboration among students, and between students and teacher. • As students share background knowledge and participate in the give and take of collaborative and cooperative activities they are actually negotiating meaning. They are building knowledge, not as individuals, but as a group.
- 8. • Situated Learning: • Students learn many things in school produces "inert" knowledge - knowledge that can be used to answer items on a school test but which is not available to the student when he or she is trying to solve a problem that requires that knowledge. • More recently several theorists have argued that a teaching content in an abstract, out of context way results in inert knowledge. • Situated learning proponents support both problem solving and anchored instruction as instructional strategies
- 9. • Anchored Instruction: • The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. • Principles of anchored instruction: • Learning and teaching activities should be designed around an "anchor" which is often a story, adventure, or situation that includes a problem or issue to be dealt with that is of interest to the students. • Instructional materials should include rich resources students can explore as they try to decide how to solve a problem (e.g., interactive videodisc programs).
- 10. • Games, Simulations, Cases, and Problem Solving • All four of the instructional approaches covered in this section involve students in interesting, "real" activities. We say "real" even though many games are clearly not realistic. • All of these approaches involve students in learning about, playing in, or solving problems in an environment that has rules or patterns.
- 11. Other things you can do: • Encourage team working and collaboration • Promote discussion or debates • Set up study groups for peer learning • Allocate a small proportion of grades for peer assessment and train students in the process and criteria • Show students models of good practice in essay writing and project work • Be aware of your own role as a model of ‘the way things are done...’be explicit about your professional values and the ethical dimensions of your subject
- 12. Implications of constructivism for teaching and learning • Teachers act as facilitators, supports, guides and models of learning. • Learning concerns adjusting our mental models to accommodate new experiences. • Learning concerns making connections between information. • Instruction should be built around more complex problems, not problems with clear, correct answers. • Context and personal knowledge have high significance. • Students should help establish the criteria on which their work is assessed. • Teachers know more and shouldn’t let students muddle around.
- 13. • Student learning depends on background knowledge – that’s why teaching facts is so necessary (reversed). • Student interest and effort are more important than textbook content. • It is sometimes better for teachers, not students, to decide what activities are to be done. • Sense making and thinking are most important, not knowing content. • Experimentation replaces rote learning. • Teaching utilises both skill-based and open-ended approaches. • Motivation to learn is intrinsic rather than extrinsic (done for its own sake rather than for grades, test scores or rewards).
- 14. • Learners often produce unique and personal knowledge. • immature beliefs are used as the starting point for further discussion, exploration and evaluation for development, rather than being discounted as ‘wrong’. • Learning for transfer is important. • Learners learn best through finding and generating their own knowledge. • Discovery and guided discovery learning are important.
- 15. • Exploration and active learning are important. • Learning is collaborative and cooperative, not just individual. • Higher order thinking is significant. • Classrooms become multidimensional, with different activities at different levels taking place simultaneously.
- 16. Constructivism is a learning theory
- 17. Constructivism is a learning theory • Learning is an active process in which the learner uses sensory input and constructs meaning out of it. • People learn to learn as they learn. • The crucial action of constructing meaning is mental. • Learning involves language. • Learning is a social activity. • Learning is contextual. • One needs knowledge to learn. • It takes time to learn. • Motivation is a key component in learning.
- 18. Characteristics of Constructivism • 1. Learners construct understanding Learners as active thinkers who interpret new information based on what they already know. • 2. New learning depends on current understanding • 3. Learning is facilitated by social interaction Believes in creating a community of learners within classrooms • 4. Meaningful learning occurs within authentic learning task Involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world
- 19. Thank you….