Not Just an Empty Vessel

1. Not Just an Empty Vessel Constructivist, Inquiry and Problem-Based Learning Presented by: Morgan Bennett Jennifer Johnson Michelle Wetz Kimberly White

2. What is the Constructivist Approach? • Based upon the work of John Dewey, Jean Piaget, L.S. Vygotsky, and others. • Facilitates inductive reasoning through active learning and social interaction between students and teachers. • Children naturally play to learn, use that to help teach.

3. John Dewey (1859-1952) • Advocated movement away from Authoritarian Direct Instruction. • Argued education should focus on understanding what and how students experience in order to better meet their educational needs. • Formulated fundamental views of constructivist practices.

4. Jean Piaget (1896 – 1980) • Developed an elaborate theoretical system – • Children attain knowledge by passing through a predictable series of increasingly complex and abstract cognitive stages. • Sensorimotor • Preoperational • Concrete Operational • Formal Operational

5. Leo Vygotsky (1896 – 1934) • Created Zone of Proximal Development (ZPD)

6. Research shows that constructivist techniques foster… • Flexible knowledge • Problem- solving ability • Self-directed learning skill • Problem formation and reasoning

7. Two Constructivist Models • Inquiry Learning • Problem-Based Learning

8. Inquiry Learning Effective Inquiry Unit Cycle • Teacher identifies and introduces class to the questions or problem. • Teacher demonstrates topic-specific techniques • Students engage in hands-on investigation of topic – either first or second hand methods • All stages are usually conducted in groups – this allows for scaffolding (both student-to-student and teacher-to-student)

9. Inquiry Learning (cont.) • After initial introduction the teacher becomes a facilitator • By the end of the activity, additional questions should be raised to spur-on the next cycle of inquiry.

10. Problem-Based Learning (PBL) • Students work in collaborative work groups of about 5 • Teacher presents a real-world problem – often in narrative form – that students must work together to solve

11. Problem-Based Learning (PBL) PBL steps: • Teacher orients students to the problem • Students organize into groups (with teacher assistance if necessary) • Teacher facilitates as student break down the problem • Students proceed to solve the pieces of the problem • Each group develops a presentation or product to share with the class as a whole. • Students reflect upon the investigation and the processes they used during the investigation

12. Shared Elements • Cooperative Learning Groups • Teachers pose challenging, authentic questions and then provide the resources needed for students to investigate them independently • Teacher = Facilitator • Scaffolding • Journaling and/or oral presentations that include reflection upon the process

13. Challenges • Choosing the right topic • Providing the appropriate resources • Time consuming – planning and executing

14. Constructivists Models Inquiry Learning Problem-Based Learning When used properly, propel students to higher levels of learning.