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Constructive approach in english teaching

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zayra brigith contreras gonzales
zayra brigith contreras gonzales

This document discusses the constructivist approach to teaching English. It believes that students construct their own knowledge through observation, understanding, and experience. It is a learner-centered approach where the teacher acts as a guide, creating a democratic environment for students to participate in hands-on activities and class discussions to build knowledge. Assessment strategies include oral discussions, KWL charts, mind mapping, and hands-on activities to evaluate student learning.

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CONSTRUCTIVE APPROACH IN ENGLISH TEACHING
MEANING THIS APPROACH BELIEVES THAT PEOPLE CONSTRUCT THEIR OWN KNOWLEDGE ON BASIS OF OBSERVATION, UNDERSTANDING AND EXPERIENCE. IN THIS STUDENTS ARE ENGAGED IN SOME ACTIVITY TO GAIN KNOWLEDGE RATHER HEN GAINING KNOWLEDGE PASSIVELY.
CHARACTERISTICS OF CONSTRUCTIVIST TEACHING
LEARNER CENTERED APPROACH AS LEARNING PROCESS IS ORGANIZED IN ACCORDANCE TO NEEDS AND MENTAL LEVEL OF LEARNERS.
TEACHER ACTS AS A GUIDE WHO FACILITATES LEARNING BY CREATING SITUATION.
DEMOCRATIC ENVIRONMENT AS EACH STUDENT GETS EQUAL OPPORTUNITY TO PARTICIPATE IN CLASSROOM ACTIVITIES..
MULTIPLE PRESENTATION OF SUBJECT MATTER WITH AIM OF SELF CONSTRUCTION OF KNOWLEDGE.
SELF CONSTRUCTION OF KNOWLEDGE LEADS TO BETTER LEARNING.
DEVELOPMENT OF HIGH ORDER THINKING SKILL
NEW KNOWLEDGE ON BASIS OF PREVIOUS KNOWLEDGE.
COMPREHENSIVE ASSESSMENT
ASSESSMENT STRATEGIES ORAL DISCUSSIONS The teacher presents students with a ¡°focus¡± question and allows an open discussion on the topic. KWL(H) CHART ? (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study
MIND MAPPING In this activity, students list and categorize the concepts and ideas relating to a topic. HANDS-ON ACTIVITIES These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
ACTIVITIES
EXPERIMENTATION: STUDENTS INDIVIDUALLY PERFORM AN EXPERIMENT AND THEN COME TOGETHER AS A CLASS TO DISCUSS THE RESULTS.
RESEARCH PROJECTS: STUDENTS RESEARCH A TOPIC AND CAN PRESENT THEIR FINDINGS TO THE CLASS.
FIELD TRIPS: THIS ALLOWS STUDENTS TO PUT THE CONCEPTS AND IDEAS DISCUSSED IN CLASS IN A REALWORLD CONTEXT. FIELD TRIPS WOULD OFTEN BE FOLLOWED BY CLASS DISCUSSIONS.
CLASS DISCUSSIONS: THIS TECHNIQUE IS USED IN ALL OF THE METHODS DESCRIBED ABOVE. IT IS ONE OF THE MOST IMPORTANT DISTINCTIONS OF CONSTRUCTIVIST TEACHING METHODS
FILMS. THESE PROVIDE VISUAL CONTEXT AND THUS BRING ANOTHER SENSE INTO THE LEARNING EXPERIENCE.
QUIZ
ROLEPLAY
ROLE OF TEACHERS In the constructivist classroom, the teacher¡¯s role is to prompt and facilitate discussion. Thus, the teacher¡¯s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject. David Jonassen identified three major roles for facilitators to support students in constructivist learning environments: ? Modeling ? Coaching ? Scaffolding
IMPLICATIONS IN EDUCATION ? Effective learning skills ? Builds curiosity in learners. ? Promotes communication skills. ? Development of social skills. ? Develops critical thinking.

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Constructive approach in english teaching

  • 2. MEANING THIS APPROACH BELIEVES THAT PEOPLE CONSTRUCT THEIR OWN KNOWLEDGE ON BASIS OF OBSERVATION, UNDERSTANDING AND EXPERIENCE. IN THIS STUDENTS ARE ENGAGED IN SOME ACTIVITY TO GAIN KNOWLEDGE RATHER HEN GAINING KNOWLEDGE PASSIVELY.
  • 4. LEARNER CENTERED APPROACH AS LEARNING PROCESS IS ORGANIZED IN ACCORDANCE TO NEEDS AND MENTAL LEVEL OF LEARNERS.
  • 5. TEACHER ACTS AS A GUIDE WHO FACILITATES LEARNING BY CREATING SITUATION.
  • 6. DEMOCRATIC ENVIRONMENT AS EACH STUDENT GETS EQUAL OPPORTUNITY TO PARTICIPATE IN CLASSROOM ACTIVITIES..
  • 7. MULTIPLE PRESENTATION OF SUBJECT MATTER WITH AIM OF SELF CONSTRUCTION OF KNOWLEDGE.
  • 8. SELF CONSTRUCTION OF KNOWLEDGE LEADS TO BETTER LEARNING.
  • 9. DEVELOPMENT OF HIGH ORDER THINKING SKILL
  • 10. NEW KNOWLEDGE ON BASIS OF PREVIOUS KNOWLEDGE.
  • 12. ASSESSMENT STRATEGIES ORAL DISCUSSIONS The teacher presents students with a ¡°focus¡± question and allows an open discussion on the topic. KWL(H) CHART ? (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study
  • 13. MIND MAPPING In this activity, students list and categorize the concepts and ideas relating to a topic. HANDS-ON ACTIVITIES These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
  • 15. EXPERIMENTATION: STUDENTS INDIVIDUALLY PERFORM AN EXPERIMENT AND THEN COME TOGETHER AS A CLASS TO DISCUSS THE RESULTS.
  • 16. RESEARCH PROJECTS: STUDENTS RESEARCH A TOPIC AND CAN PRESENT THEIR FINDINGS TO THE CLASS.
  • 17. FIELD TRIPS: THIS ALLOWS STUDENTS TO PUT THE CONCEPTS AND IDEAS DISCUSSED IN CLASS IN A REALWORLD CONTEXT. FIELD TRIPS WOULD OFTEN BE FOLLOWED BY CLASS DISCUSSIONS.
  • 18. CLASS DISCUSSIONS: THIS TECHNIQUE IS USED IN ALL OF THE METHODS DESCRIBED ABOVE. IT IS ONE OF THE MOST IMPORTANT DISTINCTIONS OF CONSTRUCTIVIST TEACHING METHODS
  • 19. FILMS. THESE PROVIDE VISUAL CONTEXT AND THUS BRING ANOTHER SENSE INTO THE LEARNING EXPERIENCE.
  • 20. QUIZ
  • 22. ROLE OF TEACHERS In the constructivist classroom, the teacher¡¯s role is to prompt and facilitate discussion. Thus, the teacher¡¯s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject. David Jonassen identified three major roles for facilitators to support students in constructivist learning environments: ? Modeling ? Coaching ? Scaffolding
  • 23. IMPLICATIONS IN EDUCATION ? Effective learning skills ? Builds curiosity in learners. ? Promotes communication skills. ? Development of social skills. ? Develops critical thinking.