Constructivism---its assumptions, principles and application in a classroom

What is Constructivism ? let's look at this video first.

(Video 1)

Constructivism is a learning theory which acknowledges individuals' prior learnings in constructing new knowledge, as constructivists claim that human learning is constructed (Hoover, 1996). Over years evolution of constructivism, two major types of constructivism have been valued in educational fields. They are cognitive constructivism based on Jean Piaget's learning theory (refer to the video 2 below) and social constructivism depended on Vygotsky's theory : ZDP ( part of scaffolding learning theory see the picture 1 and 2 below). Apart from their differences on language development theory (cognitive constructivism argues that thinking precedes language while Social constructivism claims language precedes thinking), both groups put students in the centre of learning, they agree with inquiry teaching methods and students constructing new knowledge on the relevant and meaningful previous learning.(Powell, K. C.et al. 2009).  


In order to effectively help students generate new knowledge in the classroom, it is  important for educators to examine constructivism assumptions, principles and applications.

 

(video 2)

Graph 1 : Social Constructivism


 

Graph 2: ZDP

Assumptions 

According to Muirhead (2006), the constructivism educational theory operates on the foundation of four assumptions. 

1. Students' previous knowledge construction contributes to new learning. In other words, students' existing mental knowledge framework is not only help them to know the world but to interpret the new information through this framework. (Muirhead)
2. Students' existing mental framework constructed by the process of assimilation and accommodation. When students cannot assimilate the new information, they can accommodate the new information by constructing high level cognitive zones of new development.(Muirhead)
3. Learning is an organic process of invention, not mechanical (Muirhead). It is the students' abilities to hypothesize, predict, manipulate, and construct knowledge as a meaningful learning process rather than mechanically learning facts or information. 
4. By reflecting and scaffolding new knowledge upon existing framework of knowledge, students create meaningful learning. During this process, students' cognitive developmental abilities played an important role in their learning and assimilating knowledge. (Muirhead)

Principles:

1. Knowledge is actively constructed by the individual
2. Learning is both an individual and a social process
3. Learning is a self-regulated process
4. Learning is an organizational process that enables people to make sense of their world
5. Cognition serves the organization of the experiential world, not the ontological reality. Truth as viability, not validity
6. Reality represents an interpretation

7. Learning is a socially situated activity that is enhanced in meaningful contexts.

8. Language plays an essential role in learning. Thinking takes place in communication
9. Motivation is a key component in learnin

    (adapted from Simon S.D.The Principles of Constructivism, online)

(Graph 3: Constructivism principles )

Application

In recently years, lots of educators have investigated various ways in the application of constructivism in the classroom. There are three perspectives being discussed below.

First of all, the application of social constructivism, it is very important for educators to implement ZPD (refer to graph 2 ) and Scaffolding in the classroom. The joint construction of language is promoted between teachers and students. Meanwhile, teachers should gradually withdrawing their support once students gain independence in constructing new knowledge. (VELS,2009).

Second,it is educators' responsibility to apply inquiry learning strategy and problem-based learning in their classroom in order to foster the constructivism which the ultimate goal is to help students learn "how to learn". ( See the graph 4 and 5)

According to Recesso and Orrill (2008,Online) , inquiry includes:

• Making observations,
• Posing questions,
• examining sources of information to what is already known
• Planning investigations,
• Reviewing what is already known in light of the student['s experimental evidence,
• Using tools to gather, analyze and interpret data,
• Proposing answers, explanations and predictions
• Communicating the results

Graph 4

(Graph 5:  Problem-Based Learning)

Third, Gagnon,G.W.et al. (retrieved Jan 19,2011) applied constructivism in teaching from "Constructivist Learning Design" perspective and claimed that educators should consider six elements in designing constructivism theory in their teaching experience. These six elements include: 

• Situation (you arrange for the students to explain.)
• Groupings (of students and materials.)
• Bridge (between what students know and what they might learn.)
• Questions (you will ask or anticipate students will ask.)
• Exhibit (of student explanations for others to understand.)
• Reflections (by students on their process of explanation.)

(Gagnon, G.W. et al.)

References:

Educational Broadcasting Corporation (EBC). (2004). Workshop: Constructivism as a paradigm for teaching and learning. Retrieved fromwww.thirteen.org/edonline/concept2class/ constructivism/index.html

Hoover, W.A. (l996, August). The practice implications of constructivism. SEDL Letter, 9(3). Retrieved from www.sedl.org/pubs/sedletter/v09n03/practice.html


Gagnon, G.W. et al (retrieved Jan 19, 2011). Constructivist Learning Design Notes. Retrieved from http://www.prainbow.com/cld/cldn.html

Muirhead, B. (2006). Creating concept maps: Integrating constructivism principles into online classes. International Journal of Instructional Technology & Distance Learning, 3(\), 1 7-30. Retrieved from http://itdl.org/Journal/jan_06/ article02.htm

POWELL,K.C. et al. (2009). Cognitive and social constructivism: developing tools for an effective classroom. Education130. 2 (Winter 2009): 241-250.
Simon.S.D. http://www.des.emory.edu/mfp/502/502cons.PDF

Recesso, A., & Orrill, C. (2008). Integrating Technology into Teaching: The Technology and Learning Continuum. New York: Houghton Mifflin Company. Retrieved from http://sparkplug9.com/etec533/indexc060.html?page_id=147

Scaffolding theory. (2009). Retrieved from http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/concepts/3zpd.htm#top

Video one: Contructivism.https://www.youtube.com/watch?v=UkEJTiodg-Q&feature=player_embedded
Video two: Piaget's Cognitive Developmental Theory. http://www.youtube.com/watch?v=dnk32SFXDQc&feature=player_embedded

Graph one: Retrieved from http://jb00e.wordpress.com/2011/05/29/social-constructivism/

Graph two: Retrieved from http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/concepts/3zpd.htm
Graph three: Retrieved from http://web.mst.edu/~rhall/ed_psych/constructivism.html
Graph four: Retrieved fromhttp://sparkplug9.com/etec533/indexc060.html?page_id=147
Graph five: retrieved from http://sparkplug9.com/etec533/indexc060.html?page_id=147

Constructivism Theory Analysis and Application to Curricula

Constructivism Theory Analysis and Application to Curricula

COGNITIVE AND SOCIAL CONSTRUCTIVISM: DEVELOPING TOOLS FOR AN EFFECTIVE CLASSROOM

COGNITIVE AND SOCIAL CONSTRUCTIVISM: DEVELOPING TOOLS FOR AN EFFECTIVE CLASSROOM

anger management 2

Anger often relates to a child feeling misunderstood, falsely accused, unfairly treated or insecure. It’s common for anger to conceal other more vulnerable feelings, and angry outbursts often reflect more than just what has happened in the immediate situation. The analogy of a volcano captures the way in which difficult feelings (frustration, hurt and injustice) can build up inside over time, with pressure accumulating to the point that a minor annoyance can easily trigger your child to ‘erupt’ and ‘blow their top’.

Tip 1: Increase Emotional Awareness

The Principle

- The more you can encourage your child to express difficult feelings, the less emotions will build up and overflow into angry explosions.

What to Do

- To be able to express emotion, children first need to be aware of their feelings. You can improve your child’s ‘emotional literacy’ by beginning to increase the amount you talk about anger and other feelings.

- As frequently as possible try to refer to your own and other people’s feelings and guess at, reflect back & question your child’s feelings:

• “That man on TV looks annoyed”
• “Your sister is ‘stupid’? I wonder if you’re feeling cross that she interrupted our special time together”

Tip 2: Stay Calm

The Principle

- Children are like barometers for the emotional climate around them: if you’re stressed, they will be too, if you’re relaxed, so will they be.

What to Do

- Schedule in relaxing time for yourself on a regular basis. If it’s difficult to get time alone, club together with other parents and set up a babysitting rota. If you get to recuperate once in a while, it will be much easier for you to respond calmly to your child’s meltdowns. Calm responses will help contain your child’s anger whilst angry ones will make your child more enraged.

Remember that the way you manage your own angry feelings will impact on how your little one deals with his.

 If your child hears you hurling abuse at the driver that just cut you up, don’t be surprised if you hear a stream of insults when his sister has grabbed his favourite toy!

- If you’re feeling really wound up, don’t forget that time out is useful for adults as well. Make sure your child is safe and remove yourself for the situation. Breathe deeply and slowly and tell yourself: “keep calm!”

Tip 3: Accept Feelings and Redirect Angry Actions

The Principle

- Dismissing difficult feelings (e.g. “hey it’s not a big deal, calm down”) can be counterproductive; your child will be left simmering about both the original source of frustration as well as not being understood.

- The secret is to: i) accept and acknowledge your child’s angry feelings and ii) direct her towards an appropriate outlet for expressing her intense emotion. When feelings are accepted, your child will feel more understood, less in need of trying to convince you of their standpoint and therefore calmer. When feelings are expressed, the build of emotion inside is avoided and so explosions become less likely.

What to Do

- Identify and name the feeling that is behind your child’s rage

• “Wow Jamie, that made you upset”
• “You’re disappointed we have to leave now?”

- Show understanding by guessing at your child’s wishes

• “You’d like it if your brother asked you before borrowing your stuff?
• “Wouldn’t it be great if we could stay longer?”

- Encourage appropriate expression of feelings or problem solving

• “Show me how you’re feeling by... using words / drawing a picture / hitting this cushion / ripping up this scrap paper”
• “What would be a better way to solve this problem?”

Tip 4: Use Clear and Consistent Consequences To Limit Aggressive Behaviour

The Principle

- Your child needs to learn that although anger is ok, aggressive behaviour is not.

What to Do

- Get down to your child’s level and, using a calm, low but firm tone which indicates displeasure, clearly tell him what he has done wrong. Try not to shout as this suggests you have lost control.

• “Katie, it is not ok to hit your brother”

- If your child stops behaving aggressively, give her lots of praise. If, however, she continues her inappropriate behaviour after you’ve given a warning, impose a clear consequence, such as the naughty step or withdrawing privileges.

If you are worried about the escalating nature of your child’s anger and nothing works over a period of weeks or months, there may be underlying issues which require professional help. Within the NHS, your GP would be your first port of call. 

Dr Victoria Samuel

anger management

Anger Management for Children

Anger management for the child is about helping the child to deal with their anger. Anger management in children poses a great challenge for the teachers and parents. Making headway in this issue involves understanding the components of the children’s anger, guiding them when they are angry and dealing with them effectively enough to channel their anger creatively and constructively.
The first component of the children’s anger is the emotional state of anger, or the affective and arousal state.
It occurs when the child feels that his or her goals are being blocked, or his or her needs are being thwarted. Anger-provoking situations in the classroom may involve conflict over possessions (e.g. books, toys and space); physical assault like hitting, punching or pushing; rejection due to being ignored or not being allowed to play with classmates; or instructions, like washing hands, that the child does not wish to follow.
The second component is the expression of anger which some children resort to by making faces, crying, sulking, talking, shouting and so on.
There may be another category of children who resort to violence against the provocateur. Some children try to escape or avoid the situation by seeking the assistance of their teachers or elders.
The third component is to understand, interpret and evaluate the anger of the child.
Understanding the anger helps teachers and parents to regulate the expression of anger. Since the children are too young to understand, analyze and control their anger, they need guidance from their teachers and parents.
The best course for the teachers and parents is to develop strategies to direct the energy from anger into socially constructive ways such as:

• social interaction in their families,
• participation in community programs and services,
• playing video games on creative issues
• and reading books.

The thrust of the strategy should be to acknowledge the arousal of angry feelings and express them in positive and effective ways.
Teachers and parents should talk about emotions to enable the children to understand them. They can be made to identify and label various types of emotions and feelings including the expressions of anger such as ‘annoyed’, ‘mad’, and ‘irritated’.
This can be done by encouraging children to draw and paint the figures depicting these emotions. The charts can be displayed on the walls of the classroom. The children quite often get embroiled in angry interaction with each other in the classroom. The teacher should allow the children to express their emotions of anger without judging, evaluating and instructing them to feel differently
Children should be trained in

• self regulation and control of impulses,
• tolerance of frustration
• and postponement of urges for immediate gratification.

They should be encouraged to understand and manage their angry feelings in direct and non-aggressive ways. The adults should set up examples in anger management by acknowledging, accepting and taking responsibility for their own angry feelings, and expressing them non-aggressively.
The teachers should read out stories and anecdotes about anger to help the children to understand and manage their anger better. It must be noted that some stories teach irresponsible anger management.
For example, a minor mistake in behavior being meted out with severe punishment is an example of wrong management of anger.
Shouting, swearing, abusing and blabbering incoherently is a wrong way to express anger. The teacher should clarify these states of anger whenever such expressions occur in the stories. Children should also be made to realize the stressful consequences of acting rashly and aggressively. Anger management articles should be included in the newsletters sent to the parents to enlist their support by understanding and providing positive direction to the angry feeling of the children.
Above all the teachers and parents should become role models in anger control and management.

If you would like some anger management counselling for yourself or your child with our trained psychologist please call 1300 300 579

Chinese Core virtues and the five elements

 The Chinese five core values:

. . . of the five elements: 仁 humanity, 禮 propriety, 信 sincerity, 義 fairness and 智 wisdom.
Humanity is 仁 ren. This is the virtue of the element wood, expressed as Spring in nature and in people as the ability to treat others with humanity, to strive forward with vision and power acting with benevolence, compassion and equanimity.

Propriety is 禮 li. This is the virtue of the element fire, expressed as Summer in nature and in people as the ability to build a well ordered society, to express love, warmth and good spirits, and to do so with conscious action, appropriateness and human sensitivity.

Sincerity is 信 xin. This is the virtue of the element earth, expressed as Harvest in nature and in people as the ability to be true to our word, to find a centredness within ourselves with a faithfulness to others.

Fairness is 義 yi. This is the virtue of the element metal, expressed as Autumn in nature and in people as the ability to know right action, natural balance and moral principle and the value of being fully present.

Wisdom is 智 zhi. This is the virtue of the element water, expressed as Winter in nature and in people as the ability to act with embodied skill and to have the inner self reflection which results in true knowledge.
 Other resources to share:
Russian educators working on Moral education

http://www.kindbook.com/virtues_en.htm

virtuesinmelbourne: 52 Virtues

virtuesinmelbourne: 52 Virtues: " By reading and practising these 52 virtues, we keep reminding us that we have gems within us which need us 'dig ' them and 'polish' them...."