Constructivist Model of Learning - Essay Example

Part A: Essay Constructivist Model of Learning Introduction Basically, ‘constructivist’ is a term used to refer to learning theories that are grounded on the belief that individuals create meaning of the real world rather than having an imposed meaning about the world and how it operates. Constructivist approach of learning accentuates on allowing the learner to develop their own understanding of the world through experiencing and reflecting. In most cases, constructivist learning encourages students to acquire relevant knowledge and skills that can be used to find practical and meaningful solutions for problems in the real world. This approach to learning often entails goal-directed, learner-centred and situated learning activities (Swan, 2005). The main aim of this essay is to examine the learning principles that are incorporated within the constructivist approach of learning. Subsequently, it will describe and analyse the teaching models that can be developed from this model of learning. In addition, this essay will analyse the New South Wales Stage 5 Design & Technology syllabus with reference to constructivist teaching and learning models discussed. Learning principles incorporated in the constructivist model The principles of constructivist learning model are largely embedded on the notion that, learners learn best by constructing their own understanding. A constructivist outlook on learning emphasises that knowledge is subjective since each individual creates their own meaning out of their experiences and integrate the new ideas gained into existing structures of knowledge. Moreover, a constructivist outlook on learning emphasises that learning is an active process where the learner employs their sensory input and construct meaning through experiencing and reflecting (Boyle & Scanlon, 2009). Generally, there are six key learning principles incorporated in the constructivist model that constructivists in the likes of Jean Piaget, Lev Vygotsky and Jerome Bruner among many others emphasise on. The first principle states that, students are active learners who endevour to search for information that is of interest to them. Most constructivists believe that even at an early age learners are always trying to make sense of the world. They first judge whether the concept/topic is of value or interest to them. In case they find that the topic is of interest to them, learners inevitably construct regarding the alleged topic (Bossche, 2011; Swan, 2005). The second principle incorporated in the constructivist model is the notion that the best predictor of what students will learn is grounded or based on what the learners already know. Since students are self-regulated learners, they are bound to search and learn more about topics or concepts that interest them and what they have learnt previously. If a learner does not have any prior knowledge about a particular topic or concept, they tend to become disinterested or experience difficulties unless the topic or concept is linked to their prior knowledge. The third principle incorporated in the constructivist learning model asserts that, in learning, function precedes form. This implies that students tend to learn a new topic or a new skill on their own mainly because they are more concerned about the function of the topic or skill than the actual form (Karaduman & Gultekin, 2007; Boyle & Scanlon, 2009). The fourth principle incorporated accentuates that errors or mistakes are very crucial in learning. The whole purpose of learning is not to produce the right answers rather it is to construct meaning from different aspects. Therefore, instead of penalizing students when they make mistakes, teachers ought to help students to contrast meaning from their mistakes. When students make mistakes when learning, teachers should help students to understand their errors so that they can learn and correct these errors in the process (Pettitt, 2008). The fifth principle incorporated in constructivist learning holds that; educators are not the sole transmitters of knowledge or facts to students. Rather, teachers should act as facilitators who help students to personalise and construct meaningful knowledge. Based on a constructivist outlook, most learners construct meaningful knowledge by personalizing information. The sixth principle incorporated holds that; learning takes place from whole to part of whole. Constructivists assert that when educators break down tasks to single components, the task is bound to loose meaning mainly because the tasks become a collection of steps or parts. In order to make learning more meaningful constructivists recommend that educators should foremost help students to understand the purpose or meaning of the concept or topic they are learning. Subsequently, educators can break down the concept into simplified components so as to enable students to scaffold these simplified components into something meaningful (Poplin 1988; Boyle & Scanlon, 2009). Teaching models derived from constructivist principles Based on the constructivist learning principles discussed in the above section, there are certain teaching models that can be derived from these principles. Foremost, these principles accentuate on a learner-centered approach to teaching. Given that the principles of constructivist learning model are largely embedded on the notion that, learners learn best by constructing their own understanding, a learner-centered approach to teaching can therefore be derived from constructivist principles. In this case, teaching should be centered on the needs, interests, abilities and learning styles of the students. The teacher should act as a facilitator of students’ learning process by providing learning experiences that involve knowledge construction processes (McLoughlin & Taji, 2005). Fundamentally, constructivists consider teaching as a process of supporting the construction of knowledge rather than communication of knowledge. Therefore, during the teaching process learners should not be passive or simply receive, recall and memorise information. Instead, they should actively think, understand, analyse and apply information. Teachers are therefore expected to use a wide range of techniques to create an active learning environment. For instance, some of the techniques that can be employed include; authentic learning activities, interactive and collaborative learning, problem-based learning, experimental learning and scaffolding (Richey, Klein & Tracey, 2011). Moreover, constructivist principles accentuate on the need to create learning environments where learning involves relevant and realistic contexts and where multiple perspectives are appreciated and self-awareness in encouraged in the process of knowledge construction (Honebein, 1996). Analysis of Stage 5 Design & Technology syllabus A critical look at the NSW stage 5 design and technology syllabus, it is evident that a considerable number of aspects in this syllabus are embedded on a constructivist learning model. For instance, the rationale of this syllabus revolves around the need to develop students who effectively understand the holistic nature of design and technology and efficiently develop, communicate and apply design processes and employ technologies so as to meet identified needs. Furthermore, the rationale of this syllabus states that, the syllabus will incorporate the design and development of quality projects. This will in turn provide students with the opportunity to; identify opportunities and problems, investigate and research the presented problems, evaluate information and ideas, experiment with technologies and develop their own design projects (BSNSW, 2003). Based on this rationale, it is apparent that the stage 5 Design & Technology syllabus incorporates active learning, student-centered approach to learning, problem-based learning and the use of authentic tasks. These approaches of learning are embedded on constructivist principles highlighted in the above sections. For instance, constructivist principles hold that, students are active learners and that learning should involve relevant and realistic contexts (Bossche, 2011; Swan, 2005). Secondly, the aims of the stage 5 Design & Technology syllabus are in line with constructivist principles highlighted in the above section. For example, some of the key aims of this syllabus include; developing students’ knowledge and understanding in the design processes and concepts, to develop students’ knowledge in communicating design solutions and ideas and enhance students skills in creativity, innovation and enterprise (BSNSW, 2003). Basically, the aims of this syllabus emphasise on the need for students to take up an active role and construct their own knowledge and meaning Principles incorporated in constructivist learning hold that; educators are not the sole transmitters of knowledge or facts to students. Rather, teachers should act as facilitators who help students to personalise and construct meaningful knowledge. In order for students to become creative or innovative and develop in-depth knowledge and understanding in the design processes and concepts, they have to construct meaningful knowledge by personalizing information. Thus the aims of the stage 5 Design & Technology syllabus are achievable through constructivist approach to learning (Boyle & Scanlon, 2009). In addition to this, the expected outcomes of the stage 5 Design & Technology syllabus are in line with constructivist principles highlighted in the above section. One of the key outcomes of this syllabus is for students to be able to evaluate and develop creative and innovative design ideas and solutions (BSNSW, 2003). In order to achieve this, it is crucial for students to embark on an active process of constructing meaning through practicing, experiencing, and reflecting. This is evidently a constructivist approach to learning (Boyle & Scanlon, 2009). Conclusion Generally, this essay has highlighted the constructivist principles incorporated in learning and critically analysed teaching models derived from constructivist principles. Additionally, it has analysed the New South Wales Stage 5 Design & Technology syllabus with reference to constructivist teaching and learning models discussed. The findings of this essay show that the principles of constructivist learning model are largely embedded on the notion that, learners learn best by constructing their own understanding. Some of the teaching models that can be derived from constructivist principles include; authentic learning activities, interactive and collaborative learning, problem-based learning, experimental learning and scaffolding (Richey, Klein & Tracey, 2011). Moreover, it is established in this essay that a considerable number of aspects in the NSW stage 5 design and technology syllabus are embedded on a constructivist learning model. For instance, the rationale, aim and outcomes of this syllabus support the use of a constructivist learning approach. References Board of Studies New South Wales (BSNSW) (2003). Design and Technology Years 7-10. Retrieved on December 27 2012 Bossche, P. (2011). Building learning experiences in a changing world. New York: Springer. Boyle, J. & Scanlon, D. (2009). Methods and strategies for teaching students with mild disabilities: A case-based approach. London: Cengage Learning. Karaduman, H. & Gultekin, M. (2007). ‘The effect of constructivist learning principles based learning materials to students’ attitudes success and retention in social studies’. The Turkish Online Journal of Educational Technology 6(3), pp. 98-112. Honebein, P. (1996). Seven goals for the design of constructivist learning environments. In Wilson, B. Constructivist Learning Environments. New York: Educational Technology Publications. McLoughlin, C & Taji, A. (2005). Teaching in the sciences: Learner-Centered Approaches. New York: Routledge. Pettitt, W. (2008). A comparative study of traditional/ constructivist teaching methods used in algebra classes for preservice elementary teachers, Minneapolis: Capella University. Poplin, M. (1988). ‘Holistic/ Constructivists Principles of Teaching/ Learning Process: Implications for the field of learning disabilities’. Journal of Learning Disabilities 7(20): 401-416. Richey, R. Klein, J. & Tracey, M. (2011). The instructional design knowledge base: Theory, research and practice. New York: Taylor & Francis. Swan, K. (2005). A constructivist model for thinking about learning online. In J. Bourne & J. C. Moore (Eds), Elements of Quality Online Education: Engaging Communities. Needham, MA: Sloan-C. Part B: Lesson Sequences Lesson Sequences: Environmental Sustainability Lesson 1: Defining Environmental Sustainability Rationale This lesson will focus on helping students understand what environmental sustainability entails. It is crucial for students to understand what environmental sustainability entails so that they are able to make decisions and take action that will help to protect the environment from the detrimental effects of human activities. Inquiry question 1. What is environmental sustainability? Materials Textbook on environmental sustainability Pen and paper Learning Activities Students will be provided with a text book that provides information about environmental sustainability. They will be asked to read the text book independently and form views on what environmental sustainability entails. Subsequently, students will be divided into groups of four and asked to discuss their views of environmental sustainability. Following the group discussion, the teacher will engage the students in a question and answer session where students will be expected to express their views and opinions on environmental sustainability. Continuity Basically, this lesson provides the basis or the background to the other lessons. Before proceeding with the other lessons, it is essential for students to have a clear understanding on what environmental sustainability entails. This lesson serves the purpose of helping students to create or construct meaning of environmental sustainability before they can identify environmental issues around them and find ways of addressing the identified environmental issues. Lesson 2: Identifying environmental issues/ problems Rationale This lesson will focus on helping students to become aware and conscious of their surrounding environment. In order to for students to have holistic and in-depth knowledge on environmental sustainability, it is essential for them to examine their environment critically and identify issues or problems that affect their environment. Thus this lesson will focus on helping students to become aware of the issues or problems that affect their surrounding environment. Inquiry questions 1. What are some of the issues or problems facing our environments? 2. What are the impacts of these environmental issues/ problems? Materials Pen and Paper Learning Activities Students will go for a group excursion or field study in the surrounding school environment. During the excursion, students will be asked to keenly examine the environment and identify any environmental issues or problems affecting the environment. Students will also be expected to discuss with their group members on the impacts of the identified problems to the environment. Subsequently, each student will be expected to write a report detailing the environmental issues or problems that they identified during the excursion and the impact that these issues bring about to the environment. Continuity After students have constructed meaning on what environmental sustainability entails, this lesson focuses on helping students become aware of the issues or problems within their environment that act has hindrances to environmental sustainability. In order for students to make decisions and take action that will help to promote environmental sustainability or help to address environmental problems they must first become aware of these issues and their impacts. Thus this lesson precedes the third lesson on addressing environmental issues. Lesson 3: Addressing environmental issues/problems Rationale This lesson focuses on helping students understand and develop practical skills on how they can avert or mitigate environmental issues or problems that act as threats to environmental sustainability. This lesson is closely linked to the previous lessons since students will be expected to draw back or reflect on what they learnt previously regarding environmental sustainability and the issues or problems that affect the environment. Inquiry Questions 1. How can we promote environmental sustainability? 2. Which approaches or methods can be used to prevent or minimise the impact of the identified environmental issues or problems? 1. How can technology be employed in promoting environmental sustainability and addressing the identified environmental issues or problems? 2. Learning Activities Students will be divided into groups of four and asked to discuss how they can address the environmental issues or problems that they identified in their reports following the excursion. Students will be expected to draw on previous knowledge on regarding environmental sustainability and the issues or problems that affect the environment. Overview The lesson sequences in the above section are embedded on a constructivist approach to learning. Basically, these lessons are student –centered and provide students with a platform where they can actively construct meaning. For instance, lesson one focuses establishing the meaning of environmental sustainability. This lesson provides students an opportunity to construct meaning on environmental sustainability by investigating what environmental sustainability entails through a critical review of literature and collaborative group discussion. Subsequently, it provides students an opportunity to express their individual views and opinions regarding the subject matter. One of the key principles of constructivist approach to learning holds that students are active learners who endeavor to search for information that is of interest to them. Constructivists believe that even at an early age learners are always trying to make sense of the world (Bossche, 2011; Swan, 2005). The second lesson incorporates a more practical and active approach to learning where students take part in a hands-on group excursion and are involve in an interactive and collaborative learning. This lesson is bound to instigate students’ interest in learning about environmental sustainability since it is engaging and focuses on the students. The third lesson is more or less problem-based since students are expected to think critically and find creative solutions for solving the environmental problems that they have identified. One of the key outcomes of the stage 5 Design & Technology syllabus is for students to be able to evaluate and develop creative and innovative design ideas and solutions (BSNSW, 2003). Problem-based learning is one of the key teaching models derived from constructivist principles thus this lesson is embedded on a constructivist approach to learning. Lesson Plan Learning Area: Design & Technology Stage: Five Topic: Environmental Sustainability Period: 45minutes Date: January 3 2013 Lesson objectives Enable students to construct meaning on what environmental sustainability entails Enable students to become innovative and creative in finding information and constructing meaning. Resources Text book on environmental sustainability Pen and paper Time Activity 10 minutes Introduction -Introduce students to the topic -Facilitate their reflection on previous lessons revolving around environmental sustainability. 15 minutes Reading -Provide students with a text book that provides information about environmental sustainability. They will be -Ask students to read the text book independently and form views on what environmental sustainability entails 20 minutes Group Discussion Divide students into groups of four and ask each group to discuss their views of environmental sustainability. 10 minutes Question and Answer session Engage the students in a question and answer session where students will be expected to express their views and opinions on environmental sustainability. Read More