CONSTRUCTIVISM

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CONSTRUCTIVISM

• Bridging the gap between
• theory and practice

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Psychology of learning Constructivism

• Knowledge can not be taught but must be
  constructed by the learner
• Constructivist approaches describe how people
  transform and organize reality according to
  common intellectual principles as a result of
  interactions with the environment
• Effective learning begins from the learners
  active participation in the process of learning
• Learners need to be involved in decisions about
  the content and processes of learning

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Constructivist Approaches to Learning

• Human brain is not simply a mental or
  cognitive apparatus, but is actually a social
  organ (Pool 1997).
• Following a social constructivist view of
  learning, Human beings create their own notion of
  reality and give meaning to it through the
  filtering of their experiences and perceptions in
  social contexts
• The learners should be encouraged to process
  information, make comparisons, construct
  knowledge and make critical judgements

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Learning in Constructivist Classrooms

• primary resources are used in the classroom.
• experiential learning is integrated into the
  classroom.
• the lessons build on students' prior knowledge.
• constructivist learning is integrated into
  collaborative and cooperative learning
  activities.
• hands-on activities are integrated into the
  curriculum.
• classroom learning is dynamic, ever-changing,
  evolving, reflective, enquiry-based

www.thirteen.org
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Summary of Constructivist Classrooms
REINFRIED, M. 2000
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A Constructivist Frame for Language Classes
initiating
constructing
utilizing
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How do I make it work in my classroom?

• TASK Mysterious Possibilities

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Im curious?

• ITS A TRIP FOR YOUR HEART, MIND, AND SPIRIT..
• What makes you curious about this title and
  pictures?

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Constructing I wonder why?

• Caption
• it is a trip for your heart, mind, and spirit
• I wonder Why the heading of the title is Its a
  trip for your heart, mind and spirit?
• I wonder Why these pictures are chosen to be
  displayed in the ad?
• I wonder Why there is the picture of an old
  automobile.?

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Word Chains

• astonishing --- terrific---
• (marvellous---fascinating ..)
• trip----discover----destination----explore
• (..)

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Constructing Student Reflection on Text
Processing

• Is the text clear? (If Yes, give reasons)
  .
• Did the pictures help to understand the meaning
  (purpose) of the text? Why?/ Why not?
• What does the format of the text suggest? (Prose,
  poetry, letter, advertisement,.)
• Are there important words you know? List them
  .................................
  .....................
• How did you guess the meaning of the unknown
  words?
• Are all words of the same importance?. List your
  own selection of key words
• Are all the verbs important for the understanding
  of this reading? Which ones are important?
  

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Constructing anecdotesA Greek Lady at Tate
Gallery.

• The first time that I was in London I visited
  Tate Gallery. I found it odd that children bawled
  in the exhibition halls, lay on the ground with
  crayons in hand, drawing pictures like those on
  exhibition. Strangely nobody seemed to bother
  the parents were delighted with the designs of
  little ones and discussed them in a load voice,
  as if nothing happened.
• Camilleri, A. (2002) How strange the use of
  anecdotes in the development of intercultural
  competence, ECML.

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Utilizing CubingStudents writing a text on
Istanbul Modern by focusing on six different
perspectives

• Describe (where it is located, opening closing
  times)
• Compare (difference from other museums)
• Associate ( finding a metaphor for the
  visitexploring modern times / a close look on
  our recent past..).
• Analyze (parts of the museumthings on exhibit)
• Apply (a suggested route for spending a couple of
  hours in the museum
• Argue (making evaluative remarks on the museum).

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Utilizing Student Reflection on Learning
Materials

• Did you like the unit?
• Yes No
• What did you like about it? ( Tick one or more)
• The texts
• The exercises
• The topics
• Other (Specify)
• Which exercises did you find (indicate numbers)
• interesting ..
• boring ..
• difficult .
• easy .
• useful ..
• Which of these exercises did you find difficult?
  Tick one or more.
• Listening and Understanding
• Speaking
• Reading and Understanding
• Writing
• Project work