3. Discuss the Following
Question
• What components of students’
growth is most important for
schools – intellectual/academic or
emotional/social growth?
4. Constructivism
in the classroom
• The knowledge resides
within the learners and we
cannot teach precise
representations of the
“truth.”
• Students construct
learning.
5. Constructivism in the classroom
• Active Learners: students are given autonomy
of their learning. It includes problem
solving, small group work and collaborative
learning.
• Passive Learners: students are basically
receivers of information.
6. Constructivism in the classroom
• Complex and challenging environments.
• Social negotiations and shared
responsibilities.
• Multiple representations of content.
• Understanding that knowledge is constructed
7. Constructivism in the Classroom
• Active involvement
• Reflection
• Meaningful connections
• Respect for rules
• Sense of community
• Problems solving through negotiations
• Cooperation
• Higher-order thinking skills
• Ownership
8. Constructivism in the classroom
• Student-Centered approach: Students
construct their own understanding of
content, they develop a personal feeling that
the knowledge is their own.
• Constructivism is grounded on the theory
developed by John Dewey.
• Prior to him, the American education system
was concerned with the acquisition of
knowledge. According to Dewey’s theory
students should learn by doing.
9. Constructivism in the Classroom
• Vygotsky also played a significant role in the
development of constructivism. According to
his theory, students should participate in
social interaction as they work on meaningful
interaction tasks.
10. Resources for Cooperative Learning
• Individual Evaluation
• Possible Seating Arrangements
• Cooperative Project Evaluation
• Cooperative Learning Checklist
• Cooperative Learning Role Cards
11. Discussion
• Think back to your experience as a high school
student. Did your teachers use cooperative
learning?
• What did you learn from these experiences?
12. The three phase approach to
lesson planning
1. Planning: Deciding 2. Implementing: Having
what you want your determined a goal and selected
students to the most appropriate means to
learn, understand and reach that goal, a teacher then
appreciate. implements that strategy. Ask:
Tip: If you plan carefully How will I help my students
and thoroughly your reach these goals?
feelings of uncertainty Tip: The success of this phase
can be significantly depends on clear goals.
reduced before you
enter the room.
3. Assessing: The teacher attempts to
gather information to determine if and what
kind of learning has occurred. The teacher
asks: How will I determine the if the
students knew, understood and reached
their goal?
13. Check your understanding
• Label each sentence as
planning, implementing phase and assessing
phase
• a. The teacher observes students working on
math problems at their desks.
• b. A fourth grade teacher, noting problems on
the playground, decides to help her students
resolve conflicts through negotiations.
• c. The teacher writes a learning goal.
• d. The students undertake a 10-item multiple-
