Bilab ial sound (兩脣音 )([ b],[p],[m] ) ( 양순음 )

1. Ice breaker Bilabial sound (兩脣音)([b],[p],[m]) (양순음) Two Lip Presentated by sun hong Hwang

2. Constructivism • Together build • Kant, Giambattista Vico • Kunh(1970): “Paradigm shift” • Wittgenstein(1986): “Language game” • Richard Rotry(1991): “Knowledge and understanding are ethnocentric, and viability is established through obtaining unforced agreement within the community.” • Ex) The earth is square.

3. Constructivism vs Objectivism 1. To understand and share different viewpoints about the situation. vs To discover a single, objective reality 2. Context is unique to that situation. vs Context is stripped away to get at the essential variables. 3. Values affect the outcome of any inquiry. Vs value-free inquiry.

4. Constructivists as educators 1.John Dewey(1916) : Situated learning and learning by doing. 2.Jerome Bruner(1966) : Discovery learning. 3.Vygotsky : Learning by collaboration. 4. Lave & Wenger : Learning by coparticipation.

5. Cognitive constructivism and Sociocultural constructivism. • PC(Personal computer) is Piaget and NC(Network computer) is Vygotsky. Early 1900 Mid 1900 Late 1900 Behaviorism Cognitivism Constructivism Cognitive constructivism

6. Knowing is one thing, teaching is another.

7. Instructional system design • Skinner and Gagne • Behavioristic and Army-based instruction. • Determine needs, problems, or purposes for instructionAnalyze instructional goals, learners, and settings. Design instructional plans, activities and materials. Evaluate processes and outcomes.

8. Discovery learning • Bruner’s design of the social studies curriculum in the 1960 2. The problem is that students discover what teachers ask them to discover. 3. C: Think of “discover” as “invention”, a personal construction.

9. Zone of proximal development 1. Zone that learners can solve the problem only with adult guidance or in collaboration with more capable peers. – “joint” cognition. 2.C:Focus moves from how we teach to how we design a learning environments

10. Scaffolding • It includes the support or affordances of the environment. 2. It suggests a guiding and teaching of the learner toward some well-defined end. “Structural” metaphor 3. C: It must be viewed as a learning environment- as supporting the growth of the learner.

11. Cognitive Apprenticeship • Engaging learners in cognitive and metacognitive activities that involve the authentic use of information is a central goal in our instruction design. • Ex) Lave and Wenger’s AA model

12. Coaching A teacher as a coach provides the scaffold for the learner. This is becoming common rhetoric in instructional theory, and the constructivist “movement” has been a primary stimulus for this shift in teacher/trainer role.

13. Context • Context is a variable to make a generalized case. • C: Context cross-over generalization is a problematic. Ex) situated cognition.

14. Learner control • Teacher-centered and computer-controlled instructional approaches take responsibility away from the learner. – Learners’ control by a teacher. 2. C: Learners are people who control their learning.

15. Assessment • The most undeveloped part of constructivism. “Thorndike won over Dewey.” • Performance assessment, portfolios, authentic assessment. • The test is embedded within the activity. Ex) medial school.

16. Collaborative learning • The central strategy of constructivism • To promote the dialogical interchange and reflexivity.