.. A view of learning based on the belief that knowledge isn't a thing that can simply be given by the teacher at the front of the room to students in their desks. Students learn by fitting new information together with what they already know Learners are the builders and creators of meaning and knowledge Knowledge is constructed by learners through an active, mental process of development Piaget believed learning occurs by an active construction of meaning, rather than by receiving it passively. He states," when we, as learners, encounter an experience or situation that conflicts with our current way of thinking, a state of imbalance is created We must alter our thinking to restore equilibrium or balance To do this, we must associate it with what we already know The developing child must build cognitive structures through the use of .. Mental maps Concept maps We must alter our thinking to restore balance or equilibrium To do this, we must associate it with what we already know Sensorimotor stage: (birth-2) Preoperational: (2-7) Concrete Operations: (7-11) Formal Operations: (11-15) During all development stages, the child experiences his/her environment using whatever mental maps he or she has constructed so far. If the experience is a repeated one it fits easily. For example: Please visit this site for two examples relating to Piagets stages of development (scroll down!) Fosters critical thinking Creates active and motivated learners Students are able to learn through constructing their own understandings This approach frees teachers to make decisions which enhance and enrich students development. He/she is flexible She/he creatively incorporates ongoing experiences with real-life situations Students work in small groups Students work individually Interactive activities become main focus (if materials can be related to an interest of the child, they are more apt to remember them) The students are the center of attention, not the teacher Children are placed in groups, they work together to find meaning Each student takes on a different objective or part of the assignment or project They become experts on their subject Students teach one another to become experts on their piece of the puzzle Together, as a whole, the group becomes experts from one another The teacher = facilitator, guide on the side NOT mentor in the middle As we now know, the environment is a student-centered one Students are empowered by a teacher who operates as a guide on the side vs. a mentor in the center or sage on the stage Classrooms are structured so that learners are immersed in experiences with in which they may engage in meaningful Inquiry Action Imagination Invention Interaction Hypothesizing Personal reflection Watching Listening Asking questions to learn about students Having the ability to observe and listen to ones students and their experiences in the classroom contributes to his other ability to use a constructivist approach A constructivist approach contributes to ones ability to observe and listen in the classroom. Teaching through constructivism would 1. Allows for students to become engaged with one another 2. Cuts out the talking head 3. Children learn through own experiences based on their lives 4. Remember information down the road of life instead of memorization Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. (A. Rosin, Trans). New York: The Viking Press. Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, !!: Southern Illinois University Press. Smith, K. (1993) Becoming the guide on the side. Educational Leadership, 51 (2), Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for teaching and learning in Americas schools. Portsmouth, NH: Heinemann. Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press. McNeil, L. (1986). Contradictions of control: school structure and school knowledge. New York: Routledge. Mezirow, J. and Associates. (1990). How critical reflection triggers transformative learning. In J. Mezirow and Associates (1990), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers
