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Constructivist Learning & Direct Instruction

Constructivist Learning & Direct Instruction. Marshall Jones EDUC 275 Winthrop University. The Intersection of 2 Theories . Direct Instruction.

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Constructivist Learning & Direct Instruction

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  1. Constructivist Learning& Direct Instruction Marshall Jones EDUC 275Winthrop University

  2. The Intersection of 2 Theories

  3. Direct Instruction • Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds. • Roblyer, page 53 • Note: There are twodefinitions of DI

  4. Constructivist Learning • Humans construct all knowledge in their minds by participating in certain experiences; learning happens when one constructs both mechanisms for learning and his or her own unique version of the knowledge. • Roblyer page 53

  5. Which is better? • Neither • Depends on your needs • Depends on your content • Depends on your environment

  6. Examples of Direct Instruction Content • Multiplication Tables • Branches of Government • Procedural tasks • “Coding” web pages • Driving a stick shift

  7. Examples of Constructivist Content • Causes of WWII • The strengths and weaknesses of Democracy • How do you choose the correct theorem for a problem?

  8. Why is this important? • Gets to the notion of HOW you learn • How you LIKE to learn • How to manage favorite and least favorite environments • Affords us variety in pedagogy

  9. Now, an activity

  10. In groups create a list of the following: • How do you like to learn… • To use a new electronic device (phone, PDA, etc) • Manuals? Play around? Watch an expert? Others? • To play a new board/card/video game • Read directions? Play a practice round? Others? • A list of items or set of definitions • Read? Recite many times? Flash cards? Others?

  11. Take your list • Rank your learning strategies by voting on them. • Record your votes on the list • 100%, or ¾, or 1 out of 3 • Find out which ones your group thinks are best to use.

  12. Make a hard decision • Thinking as a teacher, your group should pick three learning strategies from your list that you would recommend to your students. You must pick three and only three. • Thinking as a teacher, your group should pick three learning strategies from your list that you would NEVER use. You must pick three and only three.

  13. Here’s the thing… • Look up

  14. Phase Two: Applying this lesson

  15. How this relates to Educational Technology • Choosing an instructional approach helps you choose the right tool • Problem Solving (constructivist) = Oregon Trail • Remembering Math Facts (direct) = Math Blaster • Research project (constructivist) = WWW • Populations of each state (direct) = WWW

  16. Relating this to theory: Skinner • Operant Conditioning • Skinner says behavior is controlled by consequences of actions • What happens if you get an answer right in a drill and practice game? • What if its right? • Do you get the point?

  17. Events of Instruction (1) gaining attention (2) informing learners of the objective (3) stimulating recall of prior learning (4) presenting the stimulus (5) providing learning guidance (6) eliciting performance (7) providing feedback (8) assessing performance (9) enhancing retention and transfer Happens in all learning Only tutorial software can stand alone All other uses of software requires presence of qualified instructor Relating this to theory: Gagne

  18. Relating this to theory: Vygotsky • Zone of Proximal Development Adult/expert – child/novice = ZOPD • Scaffolding is determining where people are and finding examples just for them • Technology Integration: graphics help • Generate your own • Find at http://google.com with the image search

  19. What these theories are (define them) Information Processing Systems Approach John Dewey Jean Piaget Jerome Bruner Seymour Papert Cognition & Technology Group at Vanderbilt Howard Gardner Robert Gagne Lev Vygotsky B. F. Skinner Apply them Given a software tool or learning environment description, identify their use Discuss implications for technology integration What you need to be able to do

  20. Try it now (finish as homework if need be) • Work in pairs (choose someone beside you) I will give you a group number • Describe the theory in less than 50 words • Describe one idea you have for applying the theory in a classroom environment • Email it to this address: EDUC275002@class.winthrop.edu • Put both your names at the end of the message

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