A Detailed Lesson Plan in Facilitating Learning: Constructivism: Knowledge Construction/Concept Learning PDF

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A Detailed Lesson Plan in Facilitating Learning: Constructivism: Knowledge Construction/Concept Learning I. OBJECTIVES At the end of 45 minutes, the student should be able to: A. Analyze the concept of Constructivism theory; B. Construct ideas in a creative platform; and C. Demonstrate constructivis...

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A Detailed Lesson Plan in Facilitating Learning: Constructivism: Knowledge Construction/Concept Learning John Ace Hingada

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Const ruct ivism and t he Const ruct ion of Knowledge ¹Qais Faryadi Dr. Qais Faryadi TAMIL NADU T EACHERS EDUCAT ION UNIVERSIT Y Course Mat erial for B.Ed (First Year) Course: 3 Learn… Part hi Nayak

A Detailed Lesson Plan in Facilitating Learning: Constructivism: Knowledge Construction/Concept Learning

I.

OBJECTIVES At the end of 45 minutes, the student should be able to: A. Analyze the concept of Constructivism theory; B. Construct ideas in a creative platform; and C. Demonstrate constructivist-based practices.

II.

SUBJECT MATTER TOPIC: Constructivism: Knowledge Construction/Concept Learning A. REFERENCES:  Concept of Constructivism, www.thirteen.org  Constructivism, www.learning-theories.com  Constructivist Art and Design: An Imaginary excursion to Eastern-Europe, Craig Berry, www.medium.com  Constructivist Learning Theory, www.exploratorium.edu  Constructivist Views of theTeaching and Learning of Mathematics. Washington, D.C. National Council ofTeachersof Mathematics, 1991  International Encyclopediaof Education. "Constructivism In Education," 1987  J. Dewey. Experience and Education. Kappa DeltaPi, 1938.  J. Dewey. Democracyand Education. MacMillan, 1916  L.B. Resnick. Learning to Think.Washington, D.C.: National Academy Press B. VALUES: The principles of constructivism, increasingly influential in the organization of classrooms, can be applied in real life. The principles appeal to our modern views of learning and knowledge. We need to reflect on our practice in order to apply these ideas to our work. Constructivist theory requires that we turn our attention by 180 degrees we must turn our back on any idea of an all-encompassing machine which describes nature and instead look towards all those wonderful, individual living beings-the learners-each of whom creates his or her model to explain nature.

C. MATERIALS The following materials will be use for the class discussion:  Computer/laptop  LCD projector  Variety of art materials

D. METHODOLOGY Teacher’s Activity A. ROUTINARY ACTIVITY  Prayer-Teacher will lead the prayer. “Class, let’s vow our head and pray.”  Attendance-Teacher will check the attendance.  Greetings-Teacher will greet the students with energy. “Good day Class!”

B. DEVELOPMENTAL ACTIVITIES  Motivation: “Tangrams Puzzle” Tangrams are ancient Chinese puzzles, great for building reasoning, geometry and fine motor skills. Students will be able to construct a specific shape as instructed by the teacher using these puzzles.  Introduction: Short story telling.The teacher will tell a short story about Constructivist Art and Design in Russian Revolution.  Presentation: The teacher will present the topic by using a laptop and an LCD projector. The presentation includes texts and images related to the subject matter. In a form of discussion, students can ask questions to the teacher and vice versa.

Student’s Activity

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All students shall pray silently.

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Present students shall response when their name was called. Students shall greet back the teacher with enthusiasm. “Good day Teacher!”

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All students shall participate. Students should carefully listen to the instruction of the teacher. Students are encouraged to ask questions for clarifications.

Students are encouraged to listen.

Students shall listen to the teacher and must engage with the discussion.

C. ANALYSIS The teacher will present passages and images and will call random students to construct meaning about it.

Students should be able to construct his/her own ideas regarding the passages and images.

D. ABSTRACTION/GENERALIZATION The teacher will generalize the topic discussed. The teacher will ask the students questions from time to time.

Students shall participate with the discussion. Students should be able to answer questions and construct meaning of the topic.

WHAT IS CONSTRUCTIVISM?  It is a theory on how humans generate knowledge and meaning from an interaction between their experiences and their ideas  Based on observation and scientific study about how people learn

“Constructivism means creating your own idea and meaning in a certain context.” “Constructivism is constructing knowledge.”

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It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences

MAJOR CONTRIBUTORS Lev Semyonovich Vygotsky (1896 – 1943) SOCIAL DEVELOPMENT THEORY (VYGOTSKY) Social Development Theory argues that social interaction precedes development; consciousness and cognition is the end product of socialization and social behavior. Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes regarding social interaction, the more knowledgeable other, and the zone of proximal development. SOCIAL INTERACTION Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)”. THE MORE KNOWLEDGEABLE OTHER (MKO) The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. THE ZONE OF PROXIMAL DEVELOPMENT (ZPD) The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently.

“The major contributors are Lev Semyonovich Vygotsky, Jean Piaget, John Dewey and Jerome Seymour Bruner.”

“The Social Interaction Theory of Lev Vygotsky means that children construct meaning through socializing.”

Piaget (1896 – 1980) STAGE THEORY OF COGNITIVE DEVELOPMENT (PIAGET) Piaget’s Stage Theory of Cognitive Development is a description of cognitive development as four distinct stages in children: sensorimotor, preoperational, concrete, and formal. KEY CONCEPTS Swiss biologist and psychologist Jean Piaget (1896-1980) observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages and that they all do so in the same order. These four stages are: SENSORIMOTOR STAGE (BIRTH TO 2 YEARS OLD) The infant builds an understanding of himself or herself and reality (and how things work) through interactions with the environment. It is able to differentiate between itself and other objects. PREOPERATIONAL STAGE (AGES 2 TO 4) The child is not yet able to conceptualize abstractly and needs concrete physical situations. Objects are classified in simple ways, especially by important features. CONCRETE OPERATIONS (AGES 7 TO 11) As physical experience accumulates, accommodation is increased. The child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences. FORMAL OPERATIONS (BEGINNING AT AGES 11 TO 15) Cognition reaches its final form. By this stage, the person no longer requires concrete objects to make rational judgements. He or she is capable of deductive and hypothetical

“Piagets’ Cognitive theory states that children have stages in developing understanding and each stage has a capacity and capability to construct knowledge.”

reasoning. His or her ability for abstract thinking is very similar to an adult. John Dewey (1859 – 1952) PROGRESSIVE EDUCATION Emphasis: Early childhood learning is childcentered; is built around the interest of the child; child learns best through play because of social interaction. Strategies: Allowing time for play and learning; providing a relaxed atmosphere; informal activities for learning. Activities: Manipulative toys, arts, music, story reading, free and outdoor play, snack, rest, circle time, informal reading and writing. Skills: Social skills, emotional and physical development, informal reading and writing. Jerome Seymour Bruner (1915 – 2016) DISCOVERY LEARNING (BRUNER) Discovery Learning is a method of inquirybased instruction; discovery learning believes that it is best for learners to discover facts and relationships for themselves.

“Deweys’ theory of progressive education states that children should start from simple to complex understanding.”

“The discovery learning theory of Bruner means students construct knowledge through self discovery, through inquiry questions.”

KEY CONCEPTS Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. Two Views of Constructivism Individual Constructivism – this is called cognitive constructivism. It emphasizes individual, internal construction of knowledge. Social Constructivism – this view emphasizes that knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual Principles of Learning  Learning is an active process in which the learner uses sensory input and constructs meaning outof it.

“Individual Constructivism is your personal understanding while Social Constructivism is sharing the same ideals with the society.”

“Principles of learning in constructivism are essential in order to construct meaningful knowledge.”

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People learn to learn as they learn. The crucial action of constructing meaning is mental. Learning involves language. Learning is a social activity. Learning is contextual. One needs knowledge to learn. It takes time to learn. Motivation is a key component in learning.

Characteristics of Constructivism 1. Learners construct understanding -Learners as active thinkers who interpret new information based on what they already know. 2. New learning depends on current understanding 3. Learning is facilitated by social interaction - Believes in creating a community of learners within classrooms 4. Meaningful learning occurs within authentic learning task - Involves constructing knowledge and understanding that is so kin to the knowledge and understanding needed when applied in the real world Organizing Knowledge Concept – A concept is a way of grouping or categorizing objects or events in our mind. Itincludes a group of tasks such as model, discuss, illustrate, explain, assist, etc. Concepts as feature lists A defining feature is a characteristic present in ALL instances. EX: A triangle has 3 sides. Having 3 sides is a defining feature of a triangle since ALL triangles have 3 sides. A correlation feature is one that is present in many positive instances but not essential for concept membership EX: A mother is loving. Being loving is a common feature present in the concept. But a mother may not be loving. Concepts as prototypes A prototype is an idea or a visual image of a “typical” example. EX: Thinking of a fruit that has a red color.

“These are useful for students like us on how can we understand constructivism in educational point of view.”

“These are the attributes constructivism possesses in students understanding.” “Students like us should reflect on our experience understand what is being learned so we can construct ideas and new knowledge.”

“In organizing knowledge, it is important to know the role of each understanding. The importance of it, when is it needed, and what should be neglected.”

“Concepts can be group as Feature lists, prototypes and exemplars.”

Concepts as exemplars Represents a variety of examples. It allows learners to know that an example under a concept may have variability. EX: A learner’s concept of vegetable may include a wide variety of different examples like cauliflower, kangkong, string beans, etc. SCHEMAS AND SCRIPTS A schema is an organized body of knowledge about something. It is like a file of information you hold in your mind about something. A script is a schema that includes a series of predictable events about a specific activity. MAKING CONCEPT-LEARNING EFFECTIVE  Provide clear definitions of the concept.  Make the defining features very concrete and prominent.  Give a variety of positive instances.  Cite a “best example” or a prototype.  Provide opportunity for learners to identify positive and negative instances.  Ask learners to think of their own example of the concept.  Point out how concepts can be related to each other. Examples of Concepts Concrete concepts have aspects or dimension that are easily seen, heard, or touched. Fruit would be an example of a concrete concept due to its tangible characteristics of being seedassociated, fleshy, and plant-derived. Semi-concrete concepts have some combination of concrete and non-concrete characteristics. Take the semi-concrete concept of a politician, for instance. Some characteristics of a politician could be concrete, such as a holder or candidate for an elected office. However, other characteristics may not be as concrete, such as one who serves the public. Abstract concepts do not have many (if any) absolute characteristics that are easy to comprehend with the senses.Unlike concrete and semi-concrete concepts, abstract concepts are not explained by a list of well-defined rules

“ A schema is like a storage of information while a script is the item being stored in the schema.”

“These ways will help students like us in knowing the right information and utilizing the knowledge learned so we can construct better understanding and ideas.”

“The three examples of concept are concrete, semi-concrete and abstract.”

“These concepts will help us in identifying and grouping specific knowledge and understanding.”

or characteristics. One example is Love as the characteristics of love might differ from one person to the next. Applying Constructivism in Facilitating Learning  Aim to make learners understand a few key ideas in an in-depth manner, rather than taking up so many topics specifically.  Give varied examples.  Provide opportunities for experimentation  Provide lots of opportunities for quality interaction.  Have lots of hands-on activities  Relate your topic to real life situations  Do not depend on the explanation method all the time E. APPLICATION The teacher will instruct the students to construct an illustration or graphic organizer about War on Drugs and what is the role of teachers relating to this social issue.

“Constructivism is very special in knowledge construction of the students like us because it develops our higher order thinking skills by constructing new knowledge and understanding.”

All students will sketch, or draw using the provided materials. Students should finish the activity in 15 minutes.

F. ASSESSMENT The teacher will provide a five-item formative assessment.

All students should finish the exam in 10 minutes.

Identification: Identify what is being stated. Write the answer in a ¼ sheet of paper.

Students should answer the questions correctly.

1. It is a method of inquiry-based instruction. 2. It is a description of cognitive development as four distinct stages in children: sensorimotor, preoperational, concrete, and formal. 3. It is a theory on how humans generate knowledge and meaning from an interaction between their experiences and their ideas. 4. Theory that argues that social interaction precedes development. 5. It is a way of grouping orcategorizing objects or events in our mind.

1. 2. 3. 4. 5.

Discovery Learning Cognitive Development Theory Constructivism Social Development Theory Concept

E. CLOSURE Constructivism refers to the idea that the learners construct knowledge for them - each learner individually (and socially) constructs meaning-as he or she learns.Constructing meaning islearning; there is no other kind. Thedramatic consequences of this view are two-fold;1) we have to focus on the learner in thinking about learning (not on the subject/lesson tobe taught):2) There is no knowledge independent of the meaning attributed to experience(constructed) by the learner,or community of learners.If we believe that knowledge consists of learning about the real world out there, then weendeavor first and foremost to understand that world, organize it in the most rational waypossible, and, as teachers, present it to the learner. This view may still engage us inproviding the learner with activities, with hands-on learning, with opportunities toexperiment and manipulate the objects of the world, but the intention is always to makeclear to the learner the structure of the world independent of the learner. We help the learner understand the world, but we don't ask him to construct his or her own world. F. ASSIGNMENT Think of a topic related to your field of specialization. Make a graphic organizer by showing how you can apply Constructivism for your students to construct their own understanding of the topic.

Prepared By: John Ace Cosio Hingada...