4. Social Constructivism

April 13, 2011 at 9:59 pm Leave a comment

Social constructivism holds the idea that students learn in the course of the teacher giving and providing information to the students. Through this the children will generate thoughts and ideas whilst completing given activities and they will begin to generate their own understanding. To create a constructivist environment students need to feel comfortable enough to speak their mind and let their imagination run free, it involves, discussion, discovery, negotiation and most importantly evaluation (Brewer & Daane, 2002).

Collaborative Learning

During the lecture relating to ‘Social Constructivism’ we learnt through discussion the difference between constructivism and objectivism. We also participated in an activity called ‘speed dating’, this interactively demonstrated how children learn through constructivism. Participating in constructivist learning allowed me to understand it better and I now know that when I teach I would like to be a constructivist teacher so that my students can learn to explore, socialise, problem solve and collaborate various ideas.

We know that constructivism is learning through ‘constructed’ knowledge, but, objectivism is quite different. Objectivism is learning through ‘transmitted’ knowledge, this means that teachers are merely instructing the students in what they should know, not, what they are learning. This direct approach will disengage students and they may not be able to develop skills that assist them in problem solving. Due to the nature of learning through this approach students will not be given opportunities to work as a group, therefore their social skills will be tarnished because it does not allow for them to socialise and interact with each other.

Disruption of collaboration

The reading by Brewer and Daane (2002) exposes eight teachers that teach maths from kindergarten up until year 3. All eight teachers believe in constructivism, although, this does not mean that they fully understand what makes a constructivist teacher. This study found that the eight teachers have mastered social constructivism in their teaching environments because they had support from the school as they backed this teaching style.

Through Brewer & Daane’s inquiries they found that the eight teachers decided upon four themes of constructivism. These themes include “learning in an active, constructive process; new knowledge is built on prior knowledge; autonomy is promoted; and social interaction is necessary for knowledge construction and active learning” (as cited in Brewer & Daane, 2002).

Musical and bodily-kinesthetic learning styles can be supported through the use audio sound clips as another useful mind tool to enhance listening skills. Sound files can be used in learning environments to promote learning. They can become tools of discipline that are integrated daily into the classroom to keep students on task and working hard.

SOUND CLIP:  Can be used to encourage or acknowledge good work or behaviour in the classroom.

Using sounds in the classroom can promote relaxed and easeful environments where the students can begin creative writing tasks or creative arts. This type of cognitive tool can also assist linguistic learners as they are able to hear rhythm and tones within the file that contains a song about a unit of work they are learning about.

SOUND CLIP: Learning about nouns

Sound files will encourage students to think for them selves, they will learn to discover and induce thinking and problem solving skills. Constructivism can be implemented within a range of Key Learning Areas to promote collaborations and metacognition. Students can participate in ‘station activities’ in a PDHPE lesson where a sound file is used as the motivation during each station. It can also promote inspiration during Art class; relaxing sounds in the background will allow them to paint in a meaningful way.

Reference List

Brewer, J., & Daane, C, J., (2002). Translating Constructivist Theory into Practice in Primary-Grade Mathematics. Education 123(2), 416-426.

Classroom [Image]. (2010). Retrieved April 2, 2011 from http://www.babblebaby.com.au/

Collaboration [Image]. (2009). Retrieved April 13, 2011 from http://www.fountainmagazine.com/article.php?ARTICLEID=418

Mccannm. (2010, September 28). Applause [Audio File]. Audio posted to http://www1.teachertube.com/music.php?music_id=40&title=Applause

Puzzle Figures [Image]. (2009). Retrieved April 4, 2011 from http://letshareknowledges.blogspot.com/

Thebonuspointband. (2009, may 5). The Low Down Noun Eater [Audio File]. Audio posted to http://www1.teachertube.com/music.php?music_id=40&title=The_Low_Down_Noun_Eater

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Entry filed under: 2011 ICT.

3. ICT as a Cognitive Tool 5. Mobile Learning

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