CONSTRUCTIVISM IN THE CLASSROOM

CONSTRUCTIVISM IN THE CLASSROOM

What is constructivism?

Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices.

1. The Ideas and Opinions of Students are Respected
   Students are encouraged to express their opinions, give ideas and comments (see Figure 5.6). This encourages independent thinking among students, who take responsibility for their own thinking.

2. Teacher Asks Questions
   The questions framed encourage students to reflect on their thoughts and attain their own intellectual identity. Sufficient waiting time is given for students to respond to questions.
   
   
   
3. Students Engage in Dialogue with the Teacher
1. Encourage students to engage in dialogue, both with the teacher and one another. Classrooms discourage dialogue and teachers often monopolise the talking and teaching becomes a lecture.
2. Draw students out especially those who are shy or inarticulate.

4. Students Discuss in Groups
   Through group discussions, students change or reinforce their ideas. If they have the chance to present what they think and hear others' ideas, students can build a personal knowledge based on what they understand. Only when they feel comfortable enough to express their ideas, will meaningful classroom dialogue occur.

5. Prompt Inquiry by Engaging in Tasks Requiring Higher-level Thinking
1. The questions asked go beyond simple factual response.
2. Students are encouraged to make connections, summarise information, analyse, predict and defend their ideas.
3. Students generate and test their hypotheses by manipulating raw data, primary sources and physical materials. For example, community resources provide opportunities for students to collect and classify primary material.
4. Students are viewed as thinkers with emerging theories about the world.

6. Students Engage in Real-life Problems
   Students go about analysing real life problems and take responsibility for their own learning and become problem solvers. While pre-digested information (textbooks, workbooks and the like) may be valuable, they demonstrate someone else's construction of knowledge, not your students. By engaging in real-life situations, students create their own knowledge.

What are the benefits of constructivism? Advocates of constructivism argue that, when the opinions and ideas of students are accepted, they will become more involved and interested in what is being studied (see Figure 5.7). When students become involved and interested, they will take ownership in what is being studied, enjoy their work and want to learn. Constructivist teaching fosters critical thinking and creates active and motivated learners (Zemelman, Daniels and Hyde, 1993). Constructivist teaching creates learners who are autonomous, inquisitive thinkers who question, investigate and reason (Twomey, 1989).

LECTURE METHOD

Lecture Method

Perhaps the most widely used method is the lecture method, which is certainly the cornerstone of university teaching. Not surprisingly, it is also popular in secondary school, where the teacher might spend the whole 40 minutes doing all the talking! A lecture can be an effective method for communicating theories, ideas and facts to students. It is best for the presentation of high consensus content – those in which there is agreement on the fundamental principles and procedures.

The lecture is an economical and efficient method for delivering large amounts of information to a large number of students. It provides a framework or overview for subsequent learning such as reading assignments, small group discussion and laboratory work. It offers current information from various sources. However, it does not allow for the instructor to provide students with individual feedback. It is difficult to adapt to individual differences and fails to promote active participation unless other teaching strategies, such as questioning and problem-solving activities, are incorporated into the lecture. It also does not promote independent learning.

MOTIVATION

WHAT IS MOTIVATION?

Motivation is a core construct in human behaviour. Sufficiently motivated, an individual will experience physiological changes. Apparently, everything we do, from getting out of bed in the morning to answering a phone call, is motivated by something. We may be motivated by hunger, fear or the desire for self-fulfilment. As educators, we would love to have students who are intrinsically motivated, that is, who provide their own motivation for learning. We wish that students are driven by curiosity and the natural desire to know and understand the world around them. However, we know that this is often not the case.

According to Groccia (1992), motivation is that which influences the arousal, selection, direction and maintenance of all human behaviour. Students require some form of stimulus to activate, provide direction for and encourage persistence in their study and learning efforts. Motivation is this energy to study, to learn and achieve and to maintain these positive behaviours over time. Motivation is what stimulates students to acquire, transform and use knowledge.

Psychologists studying motivation have focused on five basic questions (Graham & Weiner, 1996; Pintrich, Marx, & Boyle, 1993):

1. What choices do people make about their behaviour? Why do some students, for example, focus on their homework and others watch television?
2. How long does it take to get started? Why do some students start their work right away while others procrastinate?
3. What is the intensity or level of involvement in the chosen activity? When the book is opened, is the student absorbed and focused or just going through the motions?
4. What causes a person to persist or to give up? Will the student read the entire story or just a few pages?
5. What is the individual thinking and feeling while engaged in an activity? Is the student enjoying listening to the poem, feeling competent or worrying about an upcoming test?

REFERENCE

Phillips, J.A. (2011). HMEF5043 Educational Psychology. Malaysia: Open University of Malaysia. Meteor Doc. Snd. Bhd.

CREATING A POSITIVE LEARNING ENVIRONMENT

CREATING A POSITIVE LEARNING ENVIRONMENT

Why?

Creating a positive learning environment in your classroom will allow your students to feel comfortable, safe and engaged – something that all students deserve. In a classroom where values and roles remain constant and focus is placed on the positive aspects of learning, students will be more open to actively participating in class.

If they are given the opportunity to become responsible for their own learning, students will be more likely to benefit from the lesson, and thus more likely to be self-motivated. This should be a primary goal for all teachers, since lack of motivation is often the root of disciplinary issues.

What is a positive classroom environment?

A number of factors contribute to a positive learning environment for your students. Three of the most important ones are:

Core Ideals

Each teacher will have different standards and values in the classroom, but the only universally important element is that these remain consistent so that students know what to expect and what is expected of them.

It is also important to remember that, more than anything else, students will emulate your actions in the classroom. Therefore, it is very important to work well within your community – with your partner teachers as well as other members of the staff.

Ambience

This is an extremely important – and fun – part of creating a positive learning environment. Your classroom should be a dynamic and engaging place to be for your students. What would you think if you walked into an elementary classroom with nothing on the walls?

So have fun, but keep your décor related to both your particular students and to the topic being taught.

Another aspect of ambience in the classroom is how it is physically set up. Again, this should reflect your core ideals. Desks arranged in rows does not allow for a very communal atmosphere, so you may want to come in just before your class and rearrange the desks in a circle, groups or pairs. Don’t forget to move them back when you’re finished in the room!

Expectations

If you establish your expectations for student behaviour early and keep them consistent, you may be able to avoid many classroom management issues.

Laying down the ground rules early in your relationship with a class is quintessential to your success as a teacher. Involve your students in this to be sure that they are aware of the rules and the consequences. This is another great way to add to the ambience of your classroom – post the ground rules and always lean towards positive, rather than negative, re-enforcement of them.

Relativity

The role of the teacher goes both ways – you are responsible for imparting knowledge to your students, but you will be a more successful teacher if you also allow yourself to learn from them as well. Learning about your students will allow you to keep the material and classroom activities relative to their interests.

The Wrap Up

Putting together a classroom with the above ideas in mind will create an environment where your students will thrive. They will feel involved and responsible for their own learning as well as being comfortable enough to actively participate in individual and group activities. Your positive re-enforcement will allow them to build self-esteem and be more successful students, which of course, makes you a successful teacher!