CONSTRUCTIVIST CLASS ROOM

CONSTRUCTIVIST CLASS ROOM

In constructivism learners construct their own knowledge by testing ideas and approaches based on their prior knowledge and experience. Learning is active reconstruction and re interpretation of experience. Learner constructs knowledge using previous knowledge, newly assimilated experience and newly developed insights. Learner autonomy and initiative is accepted and encouraged in constructivism. Students learn how to learn and teachers give training for students in taking initiative for their own learning experiences.

Four epistemological assumptions constitute the heart and soul of constructivist approach to learning. These are as follows..

·         Knowledge is physically constructed by learners who are involved in active learning.

·         Knowledge is symbolically constructed by those learners who make their own representation of actions.

·         Knowledge is socially constructed by learners who convey their meaning making to others.

·         Knowledge is theoretically constructed by learners who try to explain things they do not completely understand.

The characteristics of a constructivist class room are..

·         Learner constructs knowledge through individual and social activities.

·         Emphasis on learning rather than instruction.

·         Priority to how to learn than what to learn.

·         Encourages spirit of enquiry.

·         Importance is to the learning context.

·         Learner performance is given importance in evaluation.

·         Provides opportunity for creation of new ideas and concepts.

·         The environment is Democratic and support collaborative learning.

·         The activities are interactive and student centered.

In the constructivist class room students work primarily in groups and learning and knowledge are interactive and dynamic. There is a greater emphasis on social and communication skill, as well as collaboration and exchange of ideas. This is contrary to the traditional class room where students work primarily alone, learning is achieved through repetition and the subjects are strictly adhered to and guided by a text  book.

Constructivist class room management

·         The task to be performed in the group should be clearly told before the group work.

·         To do an experiment provide the required learning materials and handouts with instructions and questions to assist them consolidate the experiment results.

·         If the activity is an observation give the necessary hints as 'what to observe' and what to note down as necessary points.

·         Provide discussion points beforehand and necessary support materials to facilitate discussion.

·         Provide blank flowchart for sequencing a process.

·         Teacher should ensure participation of all members of the group for the group activity.

·         Teacher should fix the time for completion of the activity.

·         Avoid prolonged activities.

·         Teacher should constantly evaluate the group as well as individual performance.

·         Teacher may ensure that each group is a mix of slow learners and fast learners.

·         Teacher may try to foster healthy competition among groups to complete the task perfectly.

Classroom phases

Phase 1: Introductory activity - it is preferable to begin the classroom procedure with an appropriate device. (Cartoon, specimen, incident, anecdote, situation) to create disequilibrium.

Phase 2: Developmental activities - teacher can organize individual or group activities to help for the construction of knowledge. Individual activities include a variety of activities like observing a chart, studying a specimen, observing a model and writing the features of something. The group activities include debate, discussion, role play, experiment, etc. Developmental activities are usually required to present the content. The body of the content should be presented at this stage.

Phase 3: Consolidation - all activities are to be consolidated with some techniques. Teacher can use black board, chart and roller board to make consolidation precise and effective.

Phase 4: Concluding activity - it is the final activity which may be either used to revise the knowledge constructed. In this stage creativity and divergent thinking could be encouraged through various activities like poster designing, preparation of a flowchart or labeling a chart, etc. At the end of the class appropriate follow up activity can be provided.

Role of the teacher

·         Teacher is a mediator and facilitator.

·         Teacher prompts students to formulate their own questions.

·         Teacher allows multiple interpretations and expressions of learning.

·         Teacher encourages group work and the use of peers as resources.

·         Teacher is a co-learner and Democratic leader.

·         Constructivist teacher pose questions and problems, then guide students to help them find their own answers.

BEHAVIOURISM AND ITS CONTRIBUTION TO EDUCATION

Behaviourism advocated the use of reinforcement and rewards as inducement for the audition of desirable behavior and for giving up the undesirable.

It highlighted the role of motivation and definition of the aims and purposes in learning and shaping behavior.

It gave rise to new ideas and innovations in the field of instruction like programmed learning and computer assisted instruction.

Constructivist approach	Behaviorist approach
Knowledge is constructed	Knowledge is communicated
Learning is discovering	Learning is remembering
Learning is learning to learn	Learning is imitating
Outcome of learning is indefinite	Outcome of learning is definite