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Module 2: SACSA Framework

Module 2: Slide 2:1 Constructivist approaches and Equity. Module 2: SACSA Framework. Constructivist approaches and Equity. Module 2: Slide 2:2 Constructivist approaches and Equity. Introduction.

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Module 2: SACSA Framework

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  1. Module 2: Slide 2:1 Constructivist approaches and Equity Module 2:SACSA Framework Constructivist approaches and Equity

  2. Module 2: Slide 2:2 Constructivist approaches and Equity Introduction • This Module draws on the constructivist family of learning theories with a particular focus on critical constructivism as the most productive approach to teaching and learning for equity.

  3. Module 2: Slide 2:3 Constructivist approaches and Equity Purpose of this Module • To develop an understanding of critical constructivism, and how this approach can support learners’ academic and social learnings.

  4. Module 2: Slide 2:4 Constructivist approaches and Equity Constructivism and the SACSA Framework (1) • The theoretical basis for the conception of learning in the SACSA Framework is provided by the family of theories of learning that are grouped under the title ‘constructivism’. (General Introduction, SACSA Framework, p10)

  5. Module 2: Slide 2:5 Constructivist approaches and Equity Constructivism and the SACSA Framework (2) • The central thesis of constructivism is that the learner is active in the process of taking in information and building knowledge and understanding; in other words, of constructing their own learning. (General Introduction, SACSA Framework, p10)

  6. No one can do it for us Jean Piaget Module 2: Slide 2:6 Constructivist approaches and Equity 1.The Individualist The personal, where the individual learner is given the conditions and is then responsible for constructing their own meaning i.e. learning. (Glenda Mac Naughton – Centre for Equity and Innovation in Early Childhood, Faculty of Education, University of Melbourne)

  7. We need the more competent to help us Module 2: Slide 2:7 Constructivist approaches and Equity 2. The Socialist The social, where the educator sets the conditions and is responsible for the learner making learning Lev Vygotsky (Glenda Mac Naughton – Centre for Equity and Innovation in Early Childhood, Faculty of Education, University of Melbourne)

  8. We do it between us by overcoming what comes between us Module 2: Slide 2:8 Constructivist approaches and Equity 3. The critical change agent The critical, where learner and educator build on diversity of experiences and question the conditions for learning, revealing and discussing power relations and injustices and how things can be changed for the better of each and all. Jurgen Habermas (Glenda Mac Naughton – Centre for Equity and Innovation in Early Childhood, Faculty of Education, University of Melbourne)

  9. Module 2: Slide 2:9 Constructivist approaches and Equity Constructivist theories in practice In groups of 4-6 share examples of the three constructivist approaches in practice. What might this look like for educator and learner ?

  10. Module 2: Slide 2:10 Constructivist approaches and Equity Critical Constructivism: A focus on Equity • According to the SACSA Framework, it is essential that learners come to recognise the nature and causes of inequality, and understand that these are socially constructed and can therefore be changed through people’s actions. (General Introduction, SACSA Framework, p 7)

  11. Module 2: Slide 2:11 Constructivist approaches and Equity Using Critical Constructivism In a supportive learning community learners, together with educators, critically investigate: • Words and ideas associated with being beautiful or ugly and how it might make them think about people. They identify where their ideas have come from and consider other ways of thinking ( the readily available video, Shrek {PG }, would be a great resource).  • The topic of families and diversity using, for example, picture story books, TV programs, videos.They recognise that families in Australia are diverse ( eg single parent, one mum & one dad, extended families, blended families, two mums, two dads - see the ABS definition of family).

  12. Module 2: Slide 2:12 Constructivist approaches and Equity Using Critical Constructivism • In a supportive learning community learners, together with educators, critically investigate: • What might be limiting the ways they think about themselves and relations with others, and the world, for example, the impact of language used in relation to asylum seekers i.e. illegals, queue jumpers. • How can people together contribute to a more rewarding and just future for everyone? For example, child labour locally and globally can be identified and considered for action. What are others doing, what can we do?

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