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Constructivism simple

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MaryNestor

The document introduces constructivism as a learning theory. It explains that constructivism views learning as an active process where students construct new ideas based on their current and past knowledge. They learn through experiences and interactions. The role of the lecturer is to guide students and encourage discovery within their "zone of proximal development" to help them progress to more advanced levels of understanding. ICT tools can support teaching methods aligned with constructivism by facilitating hands-on learning experiences and problem solving.

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ConstructivismMary NestorTEL Module for GMIT Sem II 2011
Overview of PresentationIntroduce the Constructivist learning theory and explain its main tenets
Explain how it informs my teaching
Explain how ICT can be used to support teaching based on this theoryConstructivism - Mary Nestor

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Constructivism simple

  • 2. Overview of PresentationIntroduce the Constructivist learning theory and explain its main tenets
  • 3. Explain how it informs my teaching
  • 4. Explain how ICT can be used to support teaching based on this theoryConstructivism - Mary Nestor
  • 5. Constructivism - Mary NestorConstructivismLearning is both the experiential process and the results of questioning, interpreting and analysing information.
  • 6. It involves using information and the thinking process to develop, build and alter our meaning and understanding of concepts and ideas
  • 7. It focuses on perception memory and concept formation and on the development of people¡¯s ability to demonstrate their understanding of what they have learned by solving problems. Being learner-centredThe role of the lecturer is to encourage students to discover principles by themselves; to be in the ¡®zone of proximal development¡¯ and guide the student on to the next stage of the task or level of learning.Constructivism - Mary Nestor

Editor's Notes

  1. This focus must be taken into account at the design stages of new courses and when existing courses are being reviewedMain proponents: Piaget, Bruner, Dewey & KilpatrickThe lecturer and student ideally engage in an active dialogue (i.e. Socratic learning)
  2. Quote from Vygotsky cited in Tryphon & Voneche, (1996)