Student-centered instructional strategies

1. Student-centered instructional strategies Quality teachers respect learners: Thus, they rely on constructivist teaching & learning approaches

2. Student-centered instructional strategies • Cooperative Learning, Group Learning, & Discussions • Constructivist theory • Inquiry/Problem-solving • Discovery learning • Experiments • Approach: • What is? • What’s the focus? • What’s the teacher’s role? • What’s the learner's role? • What are the benefits? • How is it structured? • How might it impact your philosophy/values?

3. Constructivism– Problem-based learning (chap. 11&12) What is constructivism?...p. 17, 206 &526 Theoretical support and teaching strategies consistent with constructivism … p. 399 What we need to know about problem-based learning….p. 402… Teacher & Students’ roles .. p. 410… Discussions…. p. 429 Promoting thinking skills… 432 The learning environment….p. 416… Other items in the rubric will be explored as we discuss the above

4. Project (PBL) • Read chap. 11 (Problem-based learning) & chap 12 (discussion) and do the following: • Identify a teaching project/lesson plan/activity/topics based on what you know about constructivism(Civil war, Writing, Biomes, wind energy, food groups, story telling, addiction) • As you prepare your project, use the knowledge gained from Chap. 11&12 to answer the following questions: • Why did you choose this project? • What is your (teacher’s) role? • What are the students’ roles? • What challenges do you think might arise? • What is your solution to expected challenges • How might this project influence your philosophy? • What else (Aha? Confusion?, etc) would you like to discuss?

5. Constructivism “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has” ~Margaret Mead~

6. Constructivism • Is a theory or a philosophy about teaching and learning that supports the notion that: • Learners must be independent thinkers (cognitive) • Learners create their own knowledge • Learners should be independent thinkers • Learners expected to understand in addition to knowing • Learners are expected to question, question • Learners work in teams • Learning is active & student-centered • Learning is evident is Behavioral change (do)

7. Constructivism “Traditionally, teachers present knowledge to passive students who absorb it. No wonder students are often bored” ~Orlich, et al, 2007)

8. Constructivism • What is constructivism? “ I cannot teach anybody anything. I can only make them think” ~ Socrates- 469-399B.C.~ Teachers can’t make children learn because children learn through problem-solving ~ Ms. Linch 11/9/2010

9. Constructivism • Teaching strategies: • Primarily Problem-based such as: ..pp. 400… • Discovery learning (Jerome Brunner) • Inquiry learning (Richard Suchman) • Reflective/experiential learning (John Dewey) • Inductive learning (Greeks) that focuses on: • Inductive reasoning= specific to general and/or • Deductive reasoning= general to specifics) • PBL eliminates learners boredom by engaging H.O.T.S.

10. Constructivism • The big picture is: • Problem • Freedom to think • Respect • Solutions and developing more problems • Understanding in addition to knowing • Creativity

11. Constructivism & creativity • Creativity is “allowing people to make mistakes” … Nancy Freudenthal, 2007 • The permission and freedom given to our children to be creative is the single most important difference between American and other education system… Mike Enzi, 2007

12. Constructivism “There are nine and sixty ways of teaching these days, and everyone of them is right” ~ Claude M. Fuess, 1939~

13. Theorists… Greeks • SOPHISTS.. Traveling teachers who believed in knowledge transmission through lectures and modeling. • SOCRATICS.. Believed learning was an internal vs. external experience • “ I cannot teach anybody anything. I can only make them think” ~ Socrates- 469-399B.C. ~

14. 1700s Educators • Knowledge is constructed by the knower. • Human mind is capable of constructing it’s own meaning- knowledge (Von Glaserfeld, 1993)

15. Theorists ..p.399.. • John Dewey 1920s--- Learning should mirror practices in a Democracy… problem-solving .. (ask for their input; democracy is messy) • Children are innately curious… went to school.. We “domesticate” them • Thus need meaningful, purposeful and real-life learning experiences vs. abstract learning • Learning should address social and intellectual challenges and opportunities • Reflective thinking

16. Theorists • William Kilpatrick…1920s • A disciple of Dewey • Supported project-based learning driven by learner’s interests • Jean Piaget … 1950s • Children are innately curious • Thus, will explore and investigate their world through: • Experiments, Discoveries, Manipulation of objects and discussions • They construct cognitive representations of their experiences (schemata)

17. Jerome Brunner …1950s • Father of discovery learning • Hands-on or active involvement promotes learning • Learner’s prior experiences are crucial • Scaffolding--- learners should be assisted as needed (ZPD)

18. Richard Suchman..1960s • Associated with inquiry/ problem-based learning • Learning should be based on problem (puzzling) situations • Supported: • Active learner involvement • Inductive (specific to general) thinking • Discovery learning • Learner-constructed knowledge

19. Lev Vygotsky…1970s • Learning is a product of discrepancies between existing and new experiences • Learning is connective---link of new knowledge to exiting knowledge • ZPD—gap between what a learner can do alone and with help of others • Learning is enhanced in a social/team/cooperative setting

20. Constructivism “It is the supreme art of the teacher to awaken joy in creative expression and knowledge ~ Albert Einstein- 1879-1955~

21. Teachers • Are experts, but they refrain from pouring knowledge into learners’ minds • Help learners relate new knowledge to existing schemes • Expect knowledge application • Expect construction of new knowledge • Are interactive… type of questions ..p.434 • Present curriculum from whole to parts • Seek students’ points of view

22. Teachers • Rely heavily on primary resources • Use authentic assessment –(interwoven with teaching and has a variety of approaches) • Help learners construct knowledge through • Inquiry learning (Ask a lot of questions) • Convergent v. Divergent questions Avoid dead-end, chameleon, fuzzy, put-down, and programmed answer questions…p.440 Wait time .. P. 435 (A+P+C)

23. Knowledge construction cont.. • Teachers help learners construct knowledge through: • Authentic experiences • Collaborative activities • Discussions & reflections • Increased participation by: • using U-shaped and circle space..p.441 • Using cooperative strategies such as Think-pair-share, Buzz groups, Beach ball, etc. p.450

24. Constructivist Classroom • Emphasis on themes and big concepts • Learners question ideas, concepts, principles, knowledge etc. • Respect for primary resources and manipulatives • Students are thinkers • New theories are developed and tested • Teachers are managers and facilitators

25. Constructivist Classroom • Learner’s ideas are implemented when necessary • Authentic assessment is the norm (portfolios, exhibitions, presentations, oral discussions etc. ) • Team learning is the primary approach to teaching and learning • Five Es (Engage, explore, explain, elaborate, and evaluate) are followed.

26. Teaching Strategies • Teaching strategies consistent with constructivist theory are problem-based such as: • Discovery learning • Experimental/inquiry learning • Classroom discussions/strategic learning

27. Constructivist teacher • Teaching is a process that continues well after your first, third, or twentieth year. It’s what keeps it interesting. Teachers must be thinkers and decision makers who take full responsibility for their classrooms and students. It’s a continual search for knowledge. Teaching relies on the judgment of its “individual practitioners” – it’s called the art of teaching ~ Kathleen Lange, 5th grade teacher in Tennessee

28. Learners • Learn largely on their own through structured discovery, experimentation and inquiry learning • Think for themselves… Independent & self-regulated • Are respected thinkers • Knowing is encouraged as a process • Independent problem-solving & problem builders • Manipulation resources & information • Ask a lot of questions • Highly involved in their own learning

29. Advantages • Increased: • Self-regulation • Reading comprehension • Curiosity and cognition • Self-esteem and motivation to learn • Increased H.O.T.S • Reduces achievement gaps • Increased knowledge retention • Preferred by learners (Guthrie et al., 2004)

30. Problems/Accommodation • Time consuming • Noise level • Power and control… teacher’s perception • Culture.. Learners’ dependence on teachers • Assessment… may not teach to the test • Individual differences (chap. 2) • Unsolved problems are identified.

31. Lesson Planning • Planning for constructivism is informed by 5 Es • Engage • Explore • Explain • Elaborate • Evaluate

32. Lesson Planning • Using the template provided, please prepare a constructivist lesson plan on a topic of your choosing • Please remember to apply the lesson planning knowledge already gained in this course.