Understanding Social Constructivism

Vygotsky and Language Language and actions are mediation tools used for learning (Wink & Putney, 2002). Language is a part of our cultural heritage We acquire our language from interactions with others

Vygotsky and Language Language is a dynamic tool Teachers should expect active language use in the learning process Students use language to interact with others Language use alters student thinking, develops language, and affects actions.

Vygotsky and ZPD Zone of Proximal Development Think of “proximal” as “next” Range From that which student can do on his/her own to That which student can achieve with support The ZONE is the target we aim for!

Scaffolds Scaffolds are the tools we provide to assist students with the learning process Provide a temporary support or an initial guide to support learning “Goldilocks Principle” Examples: Graphic organizers, concept maps (empty, partial, or complete), step- by-step guides, assignment sheets, pictures, models etc. Other examples?

Constructivist Learning Theory CLT is a view on HOW learning occurs, not a teaching style Learning is a process of building knowledge structures based upon experiences which add to or challenge our understanding rather than…..?? The sensory input of learning – writing, reading, listening, doing – will only have meaning when linked to existing elements of memory: background knowledge

Constructivist Learning Theory Understanding is the product of the learning process. The connections students make between new learning and existing knowledge will vary – hence the different understandings that can occur from the same input Teachers provide a variety of opportunities, multiple and varied, to permit students to build new knowledge and to adjust their understanding

What does CLT in the classroom look like? Examples and Non-Examples This is NOT teaching by a recipe! Teachers connect new understanding to previous learning/background knowledge, rather than? Teachers encourage questions that promote linking concepts to personal lives, rather than…..??

CLT in the classroom Teachers design tasks that promote students problem solving, self monitoring & reflection, self direction, rather than..?? Teachers utilize flexible instruction, revisiting concepts in different ways, rather than…?? Assessment matches the teaching practices, rather than…??

“But with all those children talking and interacting, how do I maintain control?” “It is not the degree of fluidity that determines whether a class remains manageable and whether students engage in learning in an orderly manner, but rather when the teacher has fully thought through his or intentions and design for a given learning task.” Mayer-Smith & Mitchell p. 149

Skills to consider Increase wait time – allow for silence, reflection, opportunity to form thoughts and use language to express those thoughts – rather than ………. Delay judgment – permit students opportunities to think out loud and develop understanding – rather than……… Find ways to reduce perceived risk for students, such as………..

Strategies Use cooperative learning strategies: –Think-Pair-Share –Numbered Heads –Jigsaw –Carousel brainstorming Use Think-Aloud to model the metacognitive processes Organize groups and assign specific responsibilities: Deck of cards