Application of Constructivist and Situated Perspectives

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Application of Constructivist and Situated
Perspectives
agricultural education 230
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Objectives

• Describe inquiry and problem-based learning
  approaches.
• Describe dialogue and instructional
  conversations.
• Describe six features that most cognitive
  apprenticeship approaches share.
• Describe the cooperative learning approach.
• Discuss personal experiences and preferences.

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Constructivism

• View that emphasizes the active role of the
  learner in building understanding and making
  sense of information.
• Student-Centered
• See H.O. (Table 9.6) for four views of learning

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Constructivist Classrooms are Student-Centered

• Embedded learning through complex, realistic, and
  relevant environments.
• Provide for social negotiation and shared
  responsibility in learning.
• Support multiple representations and use multiple
  representations of content
• Nurture self-awareness and an understanding that
  knowledge is constructed and
• Encourage ownership of learning.

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Inquiry approach to teaching

• Teacher presents a puzzling event, question, or
  problem.
• Students formulate hypothesis
• Students collect data to test hypothesis
• Draw conclusions
• Reflect on original question and the thinking
  processes needed to solve it.

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Problem-Based approach to teaching

• Similar to inquiry approach
• Learning begins with authentic problem
• One that matters to the students
• Seeking a real solution to a real problem.

Real Life
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Dialogue and Instructional Conversations approach
to teaching

• Conversations promote learning
• Important learning and understanding require
  interaction and conversation.
• Students need to grapple with problems
• while teachers support students through
  scaffolding.
• powerful conception between teachers cultural
  knowledge and everyday experiences and knowledge
  of students.

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Cognitive Apprenticeship approaches to teaching

• Engaging process of both Teacher Learner
• T Modeling from expert
• T Coaching for support
• T Scaffolding to make connections.
• L Articulate knowledge and understanding
• L Reflect on progress
• L Explore new ways

M.C.S.A.R.E.
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Cooperative Learning approach to teaching

• Arrangement in which
• student work in mixed-ability groups
• group rewarded on basis of the success of the
  group.
• Look at H.O. (Table 13.3) for uses of cooperative
  learning.

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Personal Experiences

• as Teacher and/or as Learner
• inquiry and problem-based learning approaches.
• dialogue and instructional conversations.
• cognitive apprenticeship approach.
• cooperative learning approach.

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Personal Preferences

• as Teacher and/or as Learner
• inquiry and problem-based learning
• dialogue and instructional conversations.
• cognitive apprenticeship
• cooperative learning