Process of EducationProcess of Education

Bruner's Classic work (1960)Bruner's Classic work (1960)

Woods Hole Mass. 1959Woods Hole Mass. 1959

Process of EducationProcess of Education

Key themes: Role of structure; Key themes: Role of structure; readiness for learning; intuitive readiness for learning; intuitive and analytical thinking; motives for and analytical thinking; motives for learninglearning

ConstructivismConstructivismDr. Gerald J. VernoticaDr. Gerald J. Vernotica

Seton Hall UniversitySeton Hall UniversityJuly 2007July 2007

““Any subject can be Any subject can be taught effectively in taught effectively in some honest intellectual some honest intellectual form to any child at any form to any child at any stage of development”stage of development”

Jerome BrunerJerome Bruner

What is Constructivism?What is Constructivism?

ConstructivismConstructivism

Theory of knowledge and learningTheory of knowledge and learning Learning is an active processLearning is an active process Based on cognitive researchBased on cognitive research The learner is a ‘maker of meaning The learner is a ‘maker of meaning

and a solver of problems’ and a solver of problems’ Glatthorn (1994)Glatthorn (1994)

Focus on Learning:Focus on Learning:

Putting the Learner FirstPutting the Learner First

What is Knowledge?What is Knowledge?

KnowledgeKnowledge

TemporaryTemporary

Socially and culturally mediatedSocially and culturally mediated

Non objectiveNon objective

Language basedLanguage based

Theory of Knowledge: Theory of Knowledge: BrunerBruner

Internalizing of tools that are used Internalizing of tools that are used within the child's culturewithin the child's culture

Characterized by the development of Characterized by the development of language to convey words and language to convey words and symbols, what is felt and knownsymbols, what is felt and known

Language is the key to KnowledgeLanguage is the key to Knowledge

Language is the primary way concepts Language is the primary way concepts can be taught and questionedcan be taught and questioned

What is the difference between What is the difference between knowledge and belief?knowledge and belief?

What is a mistake?What is a mistake?

Children’s abstractions may be Children’s abstractions may be viewed by adults as “incorrect”viewed by adults as “incorrect”

Behaviors are a manifestation of Behaviors are a manifestation of movement to an ensuing way of movement to an ensuing way of reasoningreasoning

Listen carefullyListen carefully Seek to uncover student Seek to uncover student

perceptionsperceptions

““We are what we do”We are what we do”

What is Learning?What is Learning?

LearningLearning

Self regulated process of resolving Self regulated process of resolving inner cognitive conflicts inner cognitive conflicts

Concrete experienceConcrete experience Collaborate discourseCollaborate discourse ReflectionReflection

Perceptions and RulesPerceptions and Rules

Discrepant data or Discrepant data or perceptions=agreement of perceptions=agreement of disagreementdisagreement

Either conform or establish Either conform or establish questions for reorderingquestions for reordering

Perceptions and rules engage in a Perceptions and rules engage in a grand dance that shapes our grand dance that shapes our understandingunderstanding

““Learning is not discovering Learning is not discovering more, but interpreting through more, but interpreting through a different scheme or schema”a different scheme or schema”

Constructivist ParadigmConstructivist Paradigm

Focus on large ideasFocus on large ideas Reduce mimicking and fact driven Reduce mimicking and fact driven

contentcontent Inquiry: make connections; Inquiry: make connections;

reformulate ideasreformulate ideas Complexity is valued and Complexity is valued and

celebratedcelebrated Learning is messyLearning is messy

Know ones WorldKnow ones World

Socrates: relationship with nature Socrates: relationship with nature and society help us reformulate and society help us reformulate fundamental questions we have fundamental questions we have asked ourselvesasked ourselves

Kant: two views; logical analysis of Kant: two views; logical analysis of actions and objects leads to the actions and objects leads to the growth of knowledge and the view growth of knowledge and the view that individual experiences that individual experiences generate new knowledgegenerate new knowledge

Concrete to AbstractConcrete to Abstract

Enactive: experience concrete in Enactive: experience concrete in order to understandorder to understand

Iconic: ability to represent Iconic: ability to represent materials graphically or mentally materials graphically or mentally

Symbolic: ability to use logic, Symbolic: ability to use logic, higher order thinking skills.higher order thinking skills.

ObjectivesObjectives

After viewing the video participants After viewing the video participants will consider and discuss:will consider and discuss:

What we know about how students What we know about how students learnlearn

How what we know affects How what we know affects instructioninstruction

ACTIONACTIONIMAGERYIMAGERYNOTATIONNOTATION

Focus questionsFocus questions

What do constructivist learning What do constructivist learning settings look like?settings look like?

Understanding the implications of Understanding the implications of constructivist learning theory constructivist learning theory requires an understanding of requires an understanding of nuance. What subtleties of nuance. What subtleties of classroom life can you detect in classroom life can you detect in the video?the video?

Still in focus:Still in focus:

Many of the intellectual and social Many of the intellectual and social benefits of constructivist classrooms benefits of constructivist classrooms are evidenced in the long term. What are evidenced in the long term. What inferences can you make regarding inferences can you make regarding long term ed. Outcomes derived by long term ed. Outcomes derived by students in classrooms featured in the students in classrooms featured in the video?video?

What questions do you have regarding What questions do you have regarding the constructivist classroom?the constructivist classroom?

PiagetPiaget

Influential proponent of Influential proponent of constructivismconstructivism

Viewed human mind as a dynamic Viewed human mind as a dynamic set of cognitive structures that set of cognitive structures that help us make sense of what we help us make sense of what we perceiveperceive

Static stage theory: Static stage theory: preoperational, concrete, formalpreoperational, concrete, formal

Its about creating Its about creating environments which environments which

encourage students to ‘think encourage students to ‘think and explore’and explore’

Guiding PrinciplesGuiding Principlesof Constructivismof Constructivism

Posing problems of emerging Posing problems of emerging relevancerelevance

Structuring learning around Structuring learning around primary conceptsprimary concepts

Seeking and valuing student Seeking and valuing student perspectiveperspective

Adapting curriculum to address Adapting curriculum to address student suppositionsstudent suppositions

Assessing in Context of TeachingAssessing in Context of Teaching

Greenberg(1990)Greenberg(1990)Problem solving Problem solving

Students make testable predictionsStudents make testable predictions Use of inexpensive equipmentUse of inexpensive equipment Complex and should elicit multiple Complex and should elicit multiple

problem solving approachesproblem solving approaches Benefits from group effortBenefits from group effort MUST BE RELEVANTMUST BE RELEVANT

Time versus coverageTime versus coverageBig ideasBig ideas

““Any act of learning, over Any act of learning, over beyond the pleasure it may beyond the pleasure it may

give, is that it should serve us give, is that it should serve us in the future”in the future”

TransferTransfer

What are organizational structures What are organizational structures that promote or impede transfer of that promote or impede transfer of knowledge?knowledge?

TransferTransfer

Does not occur naturallyDoes not occur naturally Must be shaped and refined Must be shaped and refined

through modeling and rehearsalthrough modeling and rehearsal

Structuring LearningStructuring Learning

From whole to partFrom whole to part Conceptual clustersConceptual clusters Big ideas e.g. Conflict, power, Big ideas e.g. Conflict, power,

relationships, trust, relationships, trust, interdependence, momentum, etc.interdependence, momentum, etc.

Conceptual ClustersConceptual Clusters

National Center for Improving Science National Center for Improving Science identifies conceptual themes: cause identifies conceptual themes: cause and effect, change and conservation, and effect, change and conservation, diversity and variation, energy and diversity and variation, energy and matter, evolution and equilibrium, matter, evolution and equilibrium, models and theories, probability and models and theories, probability and prediction, structure and function, prediction, structure and function, systems and interaction, time and systems and interaction, time and scalescale

Conceptual ClustersConceptual Clusters

Centered around reflection: Centered around reflection: Melchior (1992): Melchior (1992): independence/interdependence; independence/interdependence; impulsivity/reflection; impulsivity/reflection; individual/group;individual/group;

fantasy/realism; fantasy/realism; reactive/proactive; reactive/proactive; inhumanity/humanity, etc.inhumanity/humanity, etc.

Seek and Value Points of Seek and Value Points of ViewView

Point of view is the instructional Point of view is the instructional entry point of personalized educationentry point of personalized education

Acknowledge relativityAcknowledge relativity Teachers role: guiding instruction Teachers role: guiding instruction

not “sage on the stage”not “sage on the stage” Uncover conceptions by varying Uncover conceptions by varying

problems and questioning problems and questioning techniquestechniques

Always ask to elaborate or give Always ask to elaborate or give rationalerationale

Adapting Curriculum Adapting Curriculum

Adapt to address student Adapt to address student suppositionssuppositions

Match students cognitive abilities Match students cognitive abilities to cognitive demandsto cognitive demands

Understand the role of errors in Understand the role of errors in cognitive developmentcognitive development

Assessing Student Assessing Student LearningLearning

Assess in the context of teaching: Assess in the context of teaching: seamlessseamless

Assessment is educative to student Assessment is educative to student and teacher alikeand teacher alike

Assess in service to the learnerAssess in service to the learner

ResultsResults

Three important things I learned are:Three important things I learned are:

Two ideas or insights I would like to Two ideas or insights I would like to share with colleagues back in my share with colleagues back in my district are:district are:

One action I will take immediately is:One action I will take immediately is:

‘‘I saw a medley of I saw a medley of haphazard facts fall into haphazard facts fall into line and order….”but it’s line and order….”but it’s true,” I said to myself. true,” I said to myself. “It’s very beautiful. And “It’s very beautiful. And It’s true.” It’s true.”

C.P. Snow (1934) C.P. Snow (1934) The SearchThe Search