The Implementation Procedures of Constructivism Articles/6. The... · The Implementation Procedures . of Constructivism . 2.2 Project Based Language Teaching . The major difference

LLT JOURNAL Vol 7 No I - February 2004 ISSN 110--01

The Implementation Procedures of Constructivism

Paulus Kuswandono English Education Study Program

Sanata Dharma University

Abstract

This papernas initial(v a liorkshop paper presentedfor high school teachers in 2003 and has been edited and improved to conform to journal writing requirements The paper discusses some possible implementations of constructivism theories in classroom contexts However as not all teachers may have been inspired bv the under(ving theories ofconstructivism the vriter brieJlv oveniens them in the introduction and then spells out the learning practices The practices range from task based language teaching to project based and cooperative learning

Key words constructivismn task-based project-based cooperative learning

1 Introduction

Constructivism imparts an idea that learners construct ideas and knowledge for themselves- be it individually andor socially Individually implies that students construct their own knowledge by actively looking for meaning based 011 their already established schemata (background knowledge) This enables students to interpret whatever they hear see and perceive in the classroom Accordingly students who do not possess background knowledge will fail to accurately hear or see what is in front of them This suggests that the teacher adopting Mulyasas (2002) idea should anchor if in students existing knowledge so that the new material becomes associated with something they already know Therefore a teacher coming to the class and open ing the session

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The Implementation Procedures of Constructivism

with old phrases such as today we are going to learn past tense from a reading text may considerably discourage the students because they will have imagined what a dull and boring activity they will be languishing What can we do then as teachers Investing the students interests early in the meeting is paramount It really is a creative art to get them interested and then motivated to learn

Anchoring the knowledge which is manifested into lead in activities is also to ensure that students are engaged in meaningful learning that stimulates them to discover more Since meaningful activities are the basis of learning Brown c~00 1 57) suggests that the teacher should avoid rote learning which is characterized by too much grammar explanation too many abstract principles and theories too much drilling memorization and too focused on mechanics instead of on the language or meaning

If individually entails establishing schemata as a foundation to connect the new knowledge socially refers to Vygotskys zone ofproximal development (ZPD) which suggests that students can with the help from adults or children ho are more advanced master concepts and ideas that they cannot understand on their own (Wittgenstein) This method requires the presence ofother learners to develop their fullest potential Dewey in his book Hm1 ~Ve Think (l9J 0) nicely puts the problem generally hindering students to acquire learning experiences very well as follows

Only by wrestling with the conditions ofthe problem at hand seeking and tinding his own solution (not in isolation but in correspondence with the teacher and other pupils) does one learn

From the above quotation it is obvious that the class then should renect a mini society as emphasized by Dewey (Lie 2002) A society is usually depicted as being inhabited by people with diversity of knowledge different levels of competency needs interests etc This implies that all activities conducted in the class should be learner-centered thus empowering them to achieve their competencies (targeted later to life-skill competencies) rather than mastering content materials by heart but without having strong purposes

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LLT JOURNAL Vol 7 No 1- February 2004 ISSN 1410-7201

Responding to the above ideas however some language teachers might ask questions pertaining to their doubts of implementing Constructivism and its implementation strategies

bull Implementing Constructivism No wav my students in class will never be less [han 30 how could I observe each individual5 progress

bull Our time is too limited so how can I finish all the materials

bull Our National Final Examination is standardized and top-down hmv could I guarantee that constructivism leads to the students linguistic mastery What is the position of grammar teaching in Constructivism

bull In what ways does Constructivism really go along wel1 with Competency-Based Curriculum

The questions could continue for another hour or two yet whatever the yuestions are the basic answer rests in ourselves Are we ready to change and Jpdate our pedagogical skills accordingly

Based on the writer~s observation in several seminars and workshops English teachers worry about their students performance in standardized tests such as summative tests or the National Final Examination It is not surprising if many teachers then concentrate on the test exercises on a weekly basis which to a large extent may cripple the students motivation The student-teacher interaction may largely be characterized by a rigorous drill from the question and answer of books with the teacher acting as the knowledge provider and the students internalizing (read memorizing) the answers hoping to be correct in the UAN test (the National Final Examination) Such a situation which has been happening more than two decades is more discouraging than helpful The students are often considered as an object of learning as an empty vessel to be filled with anything the teacher wishes to teach This may give an insight into why English teachers often act in class as the sole owners of the information and consider it their unique privilege to transfer knowledge to the students Yet we believe in the fact that teaching is not merely a knowledge transfer but a

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The Implementation Procedures of Constructivism

complicated interactive process to enhance the learners independence and interdependence through heuristic experience (learning to discover)

How can we specifically implement that idea in class There are several strategies as follows

1 Task Based Learning 2 Project Based Learning 3 Cooperative Learning

They are characterized by learning as a shared experience and responsibility which is not only directed by the teacher but also by themselves

2 Discussion

The above methods are briefly explained in order below

21 Task Based Language Teaching

Task-based means a goal-oriented activity with a clear purpose which is done by providing a communication task This is targeted to achieve an outcome or a final product which can be appreciated by others (Willis 1998) In this activity therefore not only does is a process carefully taken into account but it is also a product from which other students or an audience may benefit Some examples of these activities include compiling a list of reasons~ or features comparing two pictures andor texts to find the differences and solving a problem or designing a brochure (eg designing brochures for tourism packages to Bali)

Figure 1 further outlines the roles of the teacher and learners during a task-based learning (TBL) lesson Please note particularly the degree of teacher controL as well as the opportunities for learner language use

Figure 1 Task-Based Learning Framework

Components of a TBL Framework

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PRE-TASK PHASE

INTRODUCTION TO THE TOPIC AND TASK The teacher explores a topic with the class highlights useful words and phrases and helps learners understand the task instructions Learners may read part of a text as a lead in activity before the task

TASK PLANNING REPORT bull Students do the bull Students prepare bull Some groups

task in pairs or to report to the present their reports small groups whole class to the c lass or

bull The teacher (orally or in exchange written monitors from writing) how they reports and then distance and en- did the task what compare results courages their they decided or bull The teacher acts as a efforts to discovered chairperson and communicate bull Since the report then comments on

bull Correction should stage is carried the content of the be withheld when out in public reports the students try to students will experiment with naturally want to their language be accurate so the Thus mistakes teacher stands by should be seen to give language more as the advice learners process of linguistic development

It is clear that TBL can facilitate learners to experiment with the target language to try things out without having to be afraid of failure and public orrection and to take active control of their own learning both in and olltside class (Willis 1998)

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The Implementation Procedures of Constructivism

22 Project Based Language Teaching

The major difference between the Task-Based and Project-Based is the intense work each approach requires While TBL might finish in one meeting the project-based requires more than 4 meetings to complete a given task although this is not very rigid In addition the students are required to go out of the classroom to conduct research on a particular agreed topic The topic areas range from the simplest to the most complex ones such as

1 The function of past present and perfect tenses in a writing class

2 Traditional and advanced techniques [0 preserve the ground water

3 The danger of plastic waste for aquatic animals

According to Moss and Carol (1998) Project-based learning is an instructional approach that contextuali=es learning bv presenting learners with problems to solve or products to develop This entails research skills such as interviewing people to gather specific data (eg related to education world and neighborhood peace friendship natural environment awareness etc)

When this experiential learning was introduced the aim was actually to bridge the gap between the English in the classroom and real life context (Second target language context) As such the learners are put in situations which necessitate them to use English authentically in order to communicate

When learners work in pairs or in leams they jind Ihey need skills to plan organi=e negotiale make their poinls and arrive at a consensus about issues such as dUll lasks 10 perform 1ho vill be responsible for each task and how inthrmalion iill he researched and presented

(Moss and Carol1998)

In the Indonesian context we can still benefit from a procedure through which the students can improve their English There is a kind of shared

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responsibility so that English is not acquired as an individual but as a community group This procedure may minimise anxiety which is often argued as inhibiting the language learning process It can minimize adverse influence since individuals strengths and preferred ways of learning (eg by reading writing listening or speaking) strengthen the work of the team as a whole (Lawrence 1997) Not only does it integrates those skills but it also incorporates collaborative team work problem solving negotiating meaning and other interpersonal skills involves learners in choosing the focus of the project and engages learners in acquiring new information that is important to them (Moss and Carol 1998)

The basic phases found in most projects include

1 Selecting a topic

2 Making plans

3 Researching

4 Developing products and

5 Sharing results with others (Wrigley 1998)

Before the project begins the teacher should ensure that the members of the group have established a cooperative and trusting relationship since they will develop an intensive investigation

23 Cooperative Learning

Lie (2002) points out that human beings are basically social beings who cannot live entirely by themselves In Indonesia furthermore the notion gotong rovong has been used widely to refer to achieving goals through a cooperative process However important it is this social value is not yet implemented in the education field There is probably some apprehension on the part ofthe teachers such as thinking that learning is an individual process because the learner must later be independent so the students wi 1I not learn we II in a group because they tend to talk nonsense or gossip about trivial matters

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The Implementation Procedures of Constructivism

Nonethe less research has shown that the students can benefit from cooperative learning as opposed to individual learning if they adhere to the following standards (Lie 2002)

1 Positive interdependence This is manifested by providing materials that must be shared (materials interdependence) assigning different members of each team a discrete amount of material to master and then sharing with teammates (task interdependence)

2 Individual responsibility Individual is given a responsibility to learn one part of the material and is asked to read and understand and later teach others

3 Contact meetings The students need to interact face-to-face in creating synergy because they may look at problems differently and they can also negotiate the meaning Most importantly learning is also a process of negotiating

4 Communication among group members Cooperative learning also is concerned with the students ability to communicate The students who are not articulate nor eloquent will learn from others

6 Group process evaluation The teacher needs to evaluate periodically the process of group work and their results for better and more efficient learning The questions may specifically deal with whether or not each group member can cooperate and have an equal opportunity to share their views

If such values can be integrated to the c lass the students can truly be facilitated to maximize their language development

24 Procedural Implementation

Since this paper is not purposely meant to be exhaustive the writer only directly delineates several strategies tor classroom instruction derived trom C onstructiisl1l Yet the Titer de liberate Iy speci fies ooperative learning

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(Vygotsky social constructivism) as this model might be more suitable for our

classrooms characteristics (such as big numbers of students and limited

resources and facilities) They will be labelled according to its classroom management activities thanks to the work of Lie (2002) from her inspiring book Cooperative Learning All of the types as a matter of fact involve

cooperation among learners~ characterized by

1 An information gap (Jigsaw I know what you dont know you know what I dont know)

2 Experiential learning (leading to meaningful learning)

3 Learner centered (as opposed to teacher-dominated)

4 Reciprocal teaching (peer teaching)

There are 14 implementation procedures presented in Lies book but only

three ofthe classroom management activities will be presented in this paper as follows

241 Activity 1 Jigsaw

The purpose of this activity is learning lesson materials with the help of

other students through shared responsibility This technique integrates all four language skills (listening speaking reading and writing)

Procedure

I Divide the learning materials into four parts

2 Brainstorm ideas related to the middottoday~s topic to activate the

students schemata (background knowledge) to ensure their readiness Write the topic on the board

3 Divide the students into four groups

4 Distribute the four-part-materials to an individual student in each of the group

5 Ask them to do their own part

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The Implementation Procedures ofConstructivism

6 When finished the students share their part in the group during which they can complement each others part (or stories in reading class)

7 Particularly for a reading class the teacher can give out parts of the reading which are not read yet

8 This activity can be concluded with a classroom or in-pairs discussion pertaining to the topic

Note

If the topic lesson is too difficult the students can form expert group The students with the same part from other groups gather together and do the task cooperatively Later they return to their own group to share what they have learned This is done in turn so that all students get their opportunity to teach others

242 Activity 2 Two Stay Two Stray

This activity is similar to the first The difference is that the activity developed by Kagan (1992) aims to give more opportunity to the groups to share the results or information with the other groups We realize that teachers sometimes overemphasize the need for individual learning and thus prohibit students from reading other students work In reality and out ofa school context people need to cooperate with others in order to achieve particular goals

Procedure

1 The students as usual work in a group of four

2 When finished two members leave the group and visit two other groups

3 Two other members left in the group are assigned to receive guests from other groups and are responsible to share the results of their assignment

LLT JOURNAL Vol 7 No1 - February 2004 ISSN 1410-7201

4 The guests will then leave to return to their own group to report the findings from other groups

S The group discusses the findings and evaluates their work

243 Activity 3 Learner-Generated Test

The purpose ofthis activity is to develop skill in creating questions based on given materials so that the students are encouraged to study as well as to answer questions made by their peers This technique can best be conducted prior to the examination

Procedure

1 The teacher divides the class into a group of four and asks the students to write questions to be sent to other groups The teacher can facilitate each group to select important materials

2 Each group then sends one of their members to any other group

3 Each group works out the answers to the questions

4 When finished all answers are discussed with the group making up the questions

Note As teachers we can really take those questions serious Iy and adapt them in a real test This will motivate them to achieve their best knowing that what they are doing is meaningful

3 Conclusion

Constructivist teachers build a context for interesting and meaningful learning and ensure that the classroom dynamics truly engage all the students in achieving the common goal Although the teachers~ main role is as a facilitator they must be sensitive towards the evolving classroom circumstances thus adjusting activities to students~ needs and difficulties

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The Implementation Procedures ofConstructivism

No activities such as those above should restrict the teacher~s creativity to develop their own strategies corresponding to the situation in class This also means that the activities in our class should not be designed in a rigid study group arrangement without any change or modification in the course oftime It is also worth noting that individual learning has a crucial place in cooperative learning and in fact it serves as the basis for the cooperation itself without which peer teaching would never take place It is only by means of varying classroom management activities per se that teachers may increase the students motivation which results in better retention

As the constructivism model and especially cooperative learning have not been widely implemented in Indonesia all teachers are invited to convey ideas different concepts or even objections to its implementation We expect that this can really synergize reenergize and rejuvenate our teaching spirit which sometimes fluctuates during the semester

References

Brown H Douglas 2001 Teaching bv Principles New York Longman

Lie Anita 2002 Cooperative Learning Jakarta Gramedia

Moss Donna - Van Duzer Carol ( wwwericfacilitynetdatabases ERlC Digests ed427556html

Mulyasa E 2002 Kurikulum Berbasis Kompetensi Bandung PT Remaja Rosdakarya

Will is Jane (httplanguehvperchubuac jpjaltJpubtltJ98ju IIwillishtml

Wittgenstein (httpwwwmasseyacnzJ-ALockvirtualwittvyghtm)

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