Educ 3

Constructivist Approach
What is Constructivist Approach?

A teaching approach that emphasizes the active role of the students in the educational process and
his/her ability to construct new knowledge based on experience and previously acquired knowledge.

Introduction

We all are living in 21st century where there is advancement in technology and innovation. So it is quite
difficult to develop the scientific thinking in children with old teacher centric approaches. We need to be
a facilitator instead of teacher. Child is not like blank slate, he is full of ideas and being a teacher we
need to act as facilitator who can unfold the hidden ideas with creative approach i.e. constructive
approach of teaching.

Meaning of Constructivist Approach of Teaching

Constructivist approach of teaching is based on constructivist learning theory. According this approach,
No learning is possible until and unless learner are involved in teaching learning process. According to
this theory, all knowledge is based on the prior knowledge. Therefore, a child learns better when a
teacher listen his ideas and motivate him to develop his ideas in channelized way. We all know “The best
teacher of a child is his last mistake”. When he performs the ideas and fined the result, then he gets new
ideas for improvement and better results.

Characteristics Constructivist Approach of Teaching

•child centric approach

•democratic

•activity oriented

•supports learning by doing

•makes a child responsible and autonomous

•self -dependent

Methodology in Constructivist Approach

•Experimentation method

•Research project

•Field Trips
•discussion

•Survey

Role of Teacher as per Constructive Approach

In teaching learning process teacher always plays an important role and try to imbibe his ideas in child
mind but this approach believes that a teacher should act as facilitator who promote the creative
thinking of child in this own way. Three roles for teacher to support a child in learning environment as:

•Modeling

•Coaching

•Scaffolding

How to Do Assessment

•oral discussions

•KWL chart( What we know, what we want to know, what we have learned, how we know it)

•mind mapping

•hands on activities

•Pre testing

Problems Faced By Teachers in Class Room

•Old strategies of teaching are preferred.

•Too much syllabus

•Dogmatic thinking

•Lack of creative teachers.

•Over dominance of examination

•Lack of integrated topics.

Ways to Overcome Problems

•Trained teachers

•In-service workshops

•Revised curriculum
•2 time examination in a year.( Term I & term 2)

•Integrated subjects

Learning Contracts
Classroom management is part of a teacher’s daily work activity. Sometimes the focus is on managing
the entire class, at other times the focus is on only one student. The teacher needs to be wary when
focusing their attention on one student, since it could affect their self-esteem or limit their learning
opportunities if the student needs to be removed them from the class. An effective technique which
increases the likelihood of a positive outcome for the student (and also for the class and the teacher,
too) is to negotiate a learning contract with that student. A learning contract is an agreement
negotiated between the student and the teacher in order to change the student’s behavior and improve
their opportunities to learn. The benefit of a learning contract is that it can affect a positive change in a
student’s behavior while still involving that student in the class. In this section we will examine various
aspects of a learning contract; such as, what it is, it’s benefits, and how to go about creating it.

What is a learning contract?

A learning contract is an agreement established between a student and the teacher; it sometimes
involves the student’s parents. The contract specifies concrete learning and/or behavioural
objectives for the student that all parties agree need to be achieved. The contract also specifies:

 the goals of the contract

 the obligations of each party to the contract
 the time frame within which the terms of the learning contract are to be fulfilled
 the basis on which it will be determined that the conditions of the contract were met

Why create a learning contract?

There may be many reasons that teachers set up learning contracts with their students, but the
end goal always involves an improvement in some aspect of a student’s performance at
school. In some cases, learning contracts are established in order to improve a student’s
behavior in class regardless of whether the student is being deliberately disruptive or is easily
distracted by others. In other cases, learning contracts are set up if a teacher recognizes that a
student is not meeting their academic potential. However, whatever the reason for the learning
contract, one characteristic is common in all cases: the student cannot be left out of the process
of negotiating and creating the contract. It is crucial to engage the student and make him feel
that he has an interest in fulfilling the arrangement; the best way to accomplish this is to show
the student that their concerns are being considered and accommodated. Even if the student’s
parents need to become involved in negotiating the contract, the student’s concerns must be
incorporated into the final agreement.

What are the benefits of a learning contract?

When a student becomes a party to a learning contract he becomes more intimately involved in
his own education; that is, the learning process becomes more self-directed. The responsibility
granted the student by engaging in the contracting process and in making decisions concerning
their own education often increases their internal motivation. The contract gives the student
goals other than just working for marks; it allows the student to gain satisfaction from meeting
their goals. Many students respond well to this technique as they appreciate the efforts made by
their teacher to recognize and accommodate their individual needs. Benefits may accrue to
everyone involved in the learning contract process: the student benefits from working at an
appropriate level, the teacher gains a satisfaction from seeing the students make an effort and
grow, and classroom time is not taken up by regular distractions. In addition, this process may
also teach the student some life skills; for example, they may learn the importance of setting
goals and working toward achieving them.

What process is included in the creation of a learning

contract?
Information taken from “Teacher and Student Assessment” (see link below):

Having established the goals of the learning contract, the following steps can take place:

Teacher Student
Before -determine student’s knowledge level, so -fill out the “KWL chart” to determine
beginning that the student can move ahead from what needs to be learned
contract that point
(a “KWL chart” may be beneficial, see
the link below)
During the -keep checklists and anecdotal records -complete the “Self-Evaluation
contract -monitor the student and discuss his Form[s]” (see the link below) in order
progress or problems to reflect on one’s work, progress,
-check the student’s work jointly, and experience and to determine if
make shared evaluations anything needs to change
When the -give grade/mark for completion of task -“Self-Evaluation Form” is to be
contract is -give feedback on work habits and completed as part of contract mark
completed general behaviour (a “Contract -students also can evaluate their own
Evaluation Form” can be used, see link work
below)

Modular Approach
INTRODUCTION:

Modular approach is a self-contained package dealing with one specific subject in

convenient form, so that the learner can complete it at his own pace independently or small
groups. It is so structured that the learner can identify the objectives, select material and method
and evaluate his own accomplishment.

MODULAR APPROACH MEANING AND DEFINITION:

Module is a unit of work in a course of instruction that is virtually self-contained and a method
of teaching that is based on the building up skills and knowledge in discrete units.

“Module is a short unit of instruction dealing with a conception unit of subject matter” –

Russel (1974). According to the chambers 20th century dictionary (1983) “Module is defined as
a set of course forming unit in an educational scheme”

CHARACTERISTICS OF MODULE

It should be independent.

Self-contained.

Self instructional.

Well defined.

Clearly defined objectives.

Concern individual differences.

Association, structure sequence of knowledge.

Systematically organized learning opportunities.

Utilization of a variety of media.

Active participation by learner.

Immediate reinforcement of responses.

Mastery of evaluation strategy.

Evaluation of the work.

ESSENTIAL COMPONENTS
1.Rationale

An overview of the content of module and explanation of why the learner should study it.

2.Objectives

What is expected outcome of module? This is stated in behavioral/performance terms.

3.Entry Test

To determine if the learner has prerequisite skills needed to enter the module and check whether
the learner already has mastered the skills to be taught.

4.Multi Media Materials

A wide variety of media is used so learners can involve actively and utilize their senses.

5.Learning Activities

Presentation, demonstration, drill, simulation, discovery problem solving etc. may be useful. A
wide variety of learning activities increase student interest and cater student needs.

6.Self-Test

This provides a chance to review and check one’s own progress.

7.Post Test

An examination to test whether the objectives of the module have been mastered.

STRUCTURE OF MODULE

•The title

•The Introduction

•The overview

•The instruction to the users

•The pre-test evaluation and feedback

•The objectives

•The learning activities

•The formative test, evaluation and feedback

•The summative evaluation and feedback

ADVANTAGES

•Learning became more effective.

•It establishes a system of assessment other than marks or grade.

•Users study the modules in their own working environment.

•Users can study without disturbing the normal duties and responsibilities

•Modules can be administered to single use, small group or large group.

•Modules are flexible so that implementation can be made by a variety of patterns.

•It is more appropriate to mature students.

•It enables the learner to have a control over his learning.

•Accept greater responsibility for learning.

•It already got wider accessibility in the present educational scenario.

DISADVANTAGES

•Modules are economical in their use.

•Appropriate only for matured students.

•This methods demands smart classrooms.

Modular approach provides more flexibility to distance teaching mode as well to learners.

Cooperative Learning
What Is It?

Cooperative Learning, sometimes called small-group learning, is an instructional strategy in

which small groups of students work together on a common task. The task can be as simple as
solving a multi-step math problem together, or as complex as developing a design for a new kind
of school. In some cases, each group member is individually accountable for part of the task; in
other cases, group members work together without formal role assignments.

According to David Johnson and Roger Johnson (1999), there are five basic elements that allow
successful small-group learning:

 Positive interdependence: Students feel responsible for their own and the group's effort.
 Face-to-face interaction: Students encourage and support one another; the environment
encourages discussion and eye contact.
 Individual and group accountability: Each student is responsible for doing their part;
the group is accountable for meeting its goal.
 Group behaviors: Group members gain direct instruction in the interpersonal, social,
and collaborative skills needed to work with others occurs.
 Group processing: Group members analyze their own and the group's ability to work
together.

Cooperative learning changes students' and teachers' roles in classrooms. The ownership of
teaching and learning is shared by groups of students, and is no longer the sole responsibility of
the teacher. The authority of setting goals, assessing learning, and facilitating learning is shared
by all. Students have more opportunities to actively participate in their learning, question and
challenge each other, share and discuss their ideas, and internalize their learning. Along with
improving academic learning, cooperative learning helps students engage in thoughtful discourse
and examine different perspectives, and it has been proven to increase students' self-esteem,
motivation, and empathy.

Some challenges of using cooperative learning include releasing the control of learning,
managing noise levels, resolving conflicts, and assessing student learning. Carefully structured
activities can help students learn the skills to work together successfully, and structured
discussion and reflection on group process can help avoid some problems.

Why Is It Important?

The authors of Classroom Instruction that Works cite research showing that organizing students
in cooperative learning groups can lead to a gain as high as 28 percentiles in measured student
achievement (Marzano, Pickering, and Pollock 2001).

Other researchers report that cooperation typically results in higher group and individual
achievement, healthier relationships with peers, more metacognition, and greater psychological
health and self-esteem (Johnson and Johnson 1989).

When implemented well, cooperative learning encourages achievement, student discussion,

active learning, student confidence, and motivation. The skills students develop while
collaborating with others are different from the skills students develop while working
independently. As more businesses organize employees into teams and task forces, the skills
necessary to be a "team player" (e.g., verbalizing and justifying ideas, handling conflicts,
collaborating, building consensus, and disagreeing politely) are becoming more valuable and
useful. Using cooperative groups to accomplish academic tasks not only provides opportunities
for students to develop interpersonal skills but also gives them authentic experiences that will
help them be successful in their future careers.

Integrative learning
What is it?

Integrative learning is an approach where the learner brings together prior knowledge and
experiences to support new knowledge and experiences. By doing this, learners draw on their
skills and apply them to new experiences at a more complex level. The concept behind
integrative learning is that students take ownership of their own learning, becoming critical
inquiries who are able to make meaningful connections between different disciplines and utilise
critical thinking to real-life problems (Mansilla, 2008). The Association of American Colleges &
Universities (2007) describe integrative learning as being the key change in university education
for the 21st century.

References:

https://www.academia.edu/34849435/CONSTRUCTIVIST_APPROACH_IN_TEACHING
https://www.igi-global.com › dictionary › links-trust-net-like-strategic

https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/learning%20contracts.html

https://www.academia.edu/5343291/MODULAR_APPROACH_OF_TEACHING_MATHEMATICS_FOR_THE
_SELECTED_TOPICS_AT_PLUS_ONE_LEVEL

https://www.teachervision.com/professional-development/cooperative-learning

https://intranet.ecu.edu.au/learning/curriculum-design/teaching-strategies/integrative-learning