“Constructivist Activities in Constructivist Classrooms: reconsidering our teaching context”
May 13, 2006; Bahçeþehir College ELT Seminar “Students and Teachers as Architects of Constructive Learning” Tuncer Can, Ýstanbul University, HAYEF, “Constructivist Activities in Constructivist Classrooms: reconsidering our teaching context” Admin@ingilish.com
3)
When framing tasks, I use cognitive terminology such as
"classify," "analyze,"
"predict,"
and "create."
4)
I allow student responses to drive lessons, shift
instructional strategies,
and
alter content.
5)
I inquire about students' understanding of concepts
before sharing my own
understandings of those concepts.
6)
I encourage students to engage in dialogue, both with me
and with one another.
7)
I prompt student inquiry by asking thoughtful, open-ended questions and
encouraging students to ask questions to each other.
8)
I seek elaboration of students' initial responses, I
engage students in experiences that might
engender contradictions to their initial hypotheses, and then encourage
discussion.
9)
I allow "wait time" after posing questions, provide time
for students to construct relationships
and create metaphors.
10)
I nurture my students' natural curiosity through
frequent use of the three-step Learning
Cycle Model: Discovery, Concept Introduction, and
Concept Application.
11) I reflect on my teaching, and I let my
students reflect on our activities and materials.
12) I employ process evaluation and assessment, I evaluate through portfolios, journals,
and works of my students
Yes……….
No.......... Not Sure……….
These ideas
are adapted from Jacqueline G. Brooks and Martin G. Brooks, In Search of
Understanding: The Case for Constructivist Classrooms (Alexandria, VA:
Association for Supervision and Curriculum Development, 1999 )
Teachers in Constructivist Classrooms
o teacher is knowledgeable about constructivist theory
o the teacher prompts student learning by posing questions
o the teacher guides, not directs, student learning
o the teacher poses problems that are or will be relevant to the students
o the teacher reflects on their teaching
Students in Constructivist Classrooms
o students learn how to learn, the students reflect on "how" they learn.
o students ask questions in the classroom.
o students construct their own understanding of knowledge.
o students explore the "bigger concepts."
o students provide peer feedback to each other.
o student assessment is based on process-driven methods.
Learning in Constructivist Classrooms
o primary and raw resources are used in the classroom.
o experiential learning is integrated into the classroom.
o the lessons build on students' prior knowledge.
o constructivist learning is integrated into collaborative and cooperative learning activities.
o hands-on activities are integrated into the curriculum.
o classroom learning is dynamic,ever-changing, evolving, reflective, enquiry-based
Assessment in Constructivist Classrooms
o Evaluate student progress by examining the thinking process of the student: Students and teacher might construct a rubric to guide work.
o Have students document their learning through journal or diary-like activities and reflect on their learning: use of e-mail(built on class topics), online discussion boards, and other BBS (bulletin board system) features to be effective in the assessment of learning, A graphic organizer tool (either on a computer or written), Readers' Response Journals
o Prompt students to create new problem-solving environments: construct a Web site, PowerPoint Presentations
(www.thirteen.org)
REINFRIED, M.: 2000
1) Constructivist Design Models
1) Initiating: stage-setting for learning (Reaction Guide, The 10 Most Important Words, Brainracing, Question of the Day, Clustering)
2) Constructing: interactive phase in which students are actively engaged in processing what they learn and incorporateing it into their schemata (Venn Diagram, Cubing, Concept Collection, Explorer’s Kit, Pen-in-Hand)
3) Utilizing: Thoughtful process in which students must use their minds as sculpting tools to chisel and refine concepts and ideas so that they are useful and relevant. (Create a Talisman, Invesigative Teams, Character Home Pages, Discussion Continuum, Online Portfolios)
Stephens, E.C & J. E. Brown, (2000)
(Reflection on every phase)
“Vandalism is on the rise in school. Because it is a large school with several buildings, lockers have been broken into, personal belongings stolen, furniture scratched, and walls defaced even during school hours, without anyone seeing the culprits. Among the safety measures the school plans to take are: students will no longer be allowed to leave the cafeteria during lunch, and there will be no outside recess so that no student can wander around without being seen. Hall passes will also be limited. Students will have to leave their bags in their lockers as soon as they get to school so that no one can carry around dangerous articles. You find these rules unreasonable and potentially ineffective. You feel that innocent students will be inconvenienced, and that there must be better measures. What can you do?” (Duffy, T.M., & Savery, J.R.1994)
2) Constructivist Design Models
o G.W. Gagnon. Jr., and M. Collay Constructivist Model
1) develop a situation for students to explain
2) select a process for groupings of materials and students
3) build a bridge between what students already know and what the you, as a teacher, want them to learn
4) anticipate questions to ask and answer without giving away an explanation
5) encourage students to exhibit a record of their thinking by sharing it with others, and
6) solicit students' reflections about their learning.
Common European Framework of Reference for Languages (CEF)
o “I can-do, therefore I am.”
o Action – Oriented Approach to Learning
o Learner Autonomy
o Self and Language Awareness,
o Life-long Learning
o Multiple Perspectives: Multi-lingualism and Multi-culturalism
o Context and Situation (Can, T. 2006)
ELP and Constructivism
Owners of all ages can use the ELP
o to keep a record of all their language learning, whether it takes place inside or outside the educational system;
o to develop their capacity to plan, monitor and evaluate their own learning;
o to record significant intercultural experiences;
o to collect evidence of their language skills;
o to document their language learning achievements.
Educational institutions and individual teachers can use the ELP
o to describe their courses and certificates more clearly by relating them to the Council of Europe's common reference levels;
o to help learners to become self-managing;
o to make it easier for learners to show what they can do in languages when they move from one educational level or institution to another.
The ELP is designed
o to encourage the lifelong learning of languages, to any level of proficiency; .
o to make the learning process more transparent and to develop the learner's ability to assess his/her own competence;
o to facilitate mobility within Europe by providing a clear profile of the owner's language skills;
o to contribute to mutual understanding within Europe by promoting plurilingualism (the ability to communicate in two or more languages) and intercultural learning.
Implementing the Portfolio
o Do You Have Photo Albums?
o Do You Have Collections? (Cognitive Portfolios)
o Do You Have a Teaching Porfolio? Ex: Tuncer’s Online Portfolio
Appendix 1
Characteristics of the Constructivist Activities for Language Teaching
Designing and Pursuing Research and Projects
Role Playing
Necessiate Multiple Learning Environments
Situational and Contextual
Theme and Content Based
Discourse and Context Awareness
Oral Presentations
Critical (Lateral and Parallel) Thinking
Discussions and Debates
Conceptual Contradiction
Metaphors
Provocative
Interactive
Collaborative
Meaning making
Real Life Examples
Portfolio Evaluation
Students Actively Participate
Phantasy
Creative
Reflective
Reflect the Complexity of the World
Autonomous
Readers Response
Perception Aesthetics
(Can, T. 2006)
These can be achieved through
Appendix 2
Students can construct additional knowledge by writing:
Students can construct additional knowledge by making/inventing/designing/drawing:
Students can construct additional knowledge by performing/presenting:
Here is a list of formats for reflection that you may wish to incorporate:
Reference
Can. T. " Oluþturmacýlýk ve Yabancý Dil Dersleri", “Eðitimde Çaðdaþ Yönelimler-3: Yapýlandýrmacýlýk ve Eðitime Yansýmalarý” Sempozyum Bildiriler Kitabý, 29 Nisan 2006, s. 282-288.
COUNCIL OF EUROPE: (2001) “Common European framework of reference for languages : learning, teaching, assessment”, Cambridge, U.K. : Press Syndicate of the University of Cambridge
Duffy, T.M., & Savery, J.R. (1994). Problem-based learning: An instructional model and its constructivist framework. In Brent G. Wilson (Ed.) Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publications.
Gagnon, Jr. G. W. ve M. Collay, 2001 “Designing for learning: Six Elements in Constructivist Classrooms” Corwin Press, Inc, Thousand Oaks, CA, USA. http://www.prainbow.com/cld/cldp.html June 6, 2005
Murphy (1997) From Philosophy to Practice http://www.cdli.ca/~elmurphy/emurphy/cle.html)
PIAGET, J.: 1973 “To Understand is to Invent”, Grossman, New York, USA, (online) http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm, June 5, 2004.
REINFRIED, M.: 2000 “Can Radical Constructivism Achieve a Viable Basis for Foreign Language Teaching?” (online) http://webdoc.sub.gwdg.de/edoc/ia/eese/artic20/marcus/8_2000.htm, Feb.10, 2004
Stephens, E.C & J. E. Brown, (2000): “ A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas”, Cristopher-Gordon Publishers, Inc. MA, USA
VYGOTSKY, L.: 1978 Mind in Society: The Development of Higher Psychological Processes, MA: Harvard University Press, edited by Michael Cole
von GLASERSFELD, E.: (1996), Radical Constructivism: A way of Knowing and Learning, The Falmer Press, London, UK
http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html