The document discusses Puzzle Elementary School's constructivist teaching method. It summarizes key aspects of constructivism such as students generating their own knowledge through interactions and experiences. The method emphasizes students being immersed in real-world contexts. Teachers take on facilitator roles, guiding students as independent learners who work together socially to self-evaluate and problem solve.

1. Puzzle Elementary School
Method

2. Our method is based on the
Constructivist Theory
• Constructivism is a theory of knowledge (epistemology) that argues
that humans generate knowledge and meaning from an interaction
between their experiences and their ideas. During infancy, it was an
interaction between human experiences and their reflexes or
behavior-patterns.
• Piaget called these systems of knowledge schemata.
• movements.

3. • Constructivism is not a specific pedagogy,
although it is often confused with
constructionism, an educational theory
developed by Seymour Papert, inspired by
constructivist and experiential learning ideas of
Jean Piaget. Piaget's theory of constructivist
learning has had wide ranging impact on
learning theories and teaching methods in
education and is an underlying theme of many
education reform

4. Constructivist learning intervention
The nature of the learner
• The learner as a unique individual
• Social constructivism views each learner as a unique
individual with unique needs and backgrounds. The
learner is also seen as complex and multidimensional.
• Social constructivism not only acknowledges the
uniqueness and complexity of the learner, but actually
encourages, utilizes and rewards it as an integral part of
the learning process (Wertsch 1997).

5. • The motivation for learning
• Another crucial assumption regarding the nature
of the learner concerns the level and source of
motivation for learning.
• According to Von Glasersfeld (1989) sustaining
motivation to learn is strongly dependent on the
learner’s confidence in his or her potential for
learning.

6. • These feelings of competence and belief
in potential to solve new problems, are
derived from first-hand experience of
mastery of problems in the past and are
much more powerful than any external
acknowledgment and motivation (Prawat
and Floden 1994).

7. • This links up with Vygotsky’s "zone of
proximal development (Vygotsky 1978)
where learners are challenged within close
proximity to, yet slightly above, their
current level of development.
• By experiencing the successful completion
of challenging tasks, learners gain
confidence and motivation to embark on
more complex challenges.

8. Our Method
• We believe that our students learns better
when the teacher creates an environment
in which learners are immerse in the
subject context.

9. • Language in an environment input comes
from realia, and natural materials,
socialization.

10. The role of the instructor
Instructors as facilitators
• According to the social constructivist
approach, instructors have to adapt to the
role of facilitators and not teachers
(Bauersfeld, 1995).
• Whereas a teacher gives a didactic lecture
that covers the subject matter, a facilitator
helps the learner to get to his or her own
understanding of the content.

11. Teachers Role
• Guide
• Mentor
• Facilitator
• Interacts with the students
• Knows the students necessities

12. Learners Role
• Autonomous
• Independent
• Social
• Responsible
• Auto Evaluation
• Critical
• Creative
• Team Worker

13. Aspects Book 1 Book 2 Grade
Title______ Title______ (Percentage)
Presentation
Lecture/Reading
Potential
Difficulty Degree
Integrity
Lesson Plan
Cultural Aspects

14. Bibliography
• http://en.wikipedia.org/wiki/Constructivism
_(learning_theory)
• http://www.thirteen.org/edonline/concept2c
lass/constructivism/index.html
• http://www.teachnology.com/currenttrends/
constructivism/
• http://www.learningandteaching.info/learni
ng/constructivism.htm