EDM703 - INSTRUCTIONAL LEADERSHIP: A GLOBAL PERSPECTIVE

CHAPTER 4: LEARNING

MuhammaD ikhwan BIN IDRIS 2018452108

Nurul Atiqah binti Rusli 2018483472
Nabila Hanis Abdul Samat 2018617236

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CONSTRUCTIVIST THEORIES OF LEARNING

• 2 main ideas:
“most constructivists share two main ideas: that learners are active in constructing their own
knowledge and that social interactions are important to knowledge instruction”
(Bruning, Schraw, Norby, & Ronning, 2004)

• Focus on how people make meaning:

• both on their own and
• in interaction with others.

• Construct own knowledge based on individual experiences.

 FORMS OF CONSTRUCTIVISM Page 124

PSYCHOLOGICAL / INDIVIDUAL SOCIAL

(Piaget)
• Concerned with how individuals build up certain
elements of their cognitive or emotional apparatus.
(Phillips, 1997)
• Called “individual constructivism” because the
constructivist focus on the individual knowledge,
beliefs, self-concept, or identity.
• Piaget saw the social environment as an important
factor in development, but did not believe that social
interaction was the main mechanism for changing
thinking (Moshman, 1997)
SOCIOLOGICAL
(Vygotsky)
• Social interaction, activity, and cultural tools shape • Concern on:
individual development and learning. • How public knowledge is constructed and
• Who are involved in the construction process.
• Putting learning and in social and cultural context is
“second wave constructivism”.
• Vygotsky is considered both social and psychological
constructivist because he brought the idea of
considering both the psychological and the social.

• Piaget’s is referred to as “first wave or solo

constructivism”.

• At the end of of individual constructivism, “radical

constructivism” appeared. (there is no reality or truth
in the world, only the individual’s perceptions and
beliefs)

• Problems for educators:

• Teachers have responsibility to emphasize
some values.
• All perceptions and beliefs are not equal
(Schunk, 2000)
 ELEMENTS OF CONSTRUCTIVIST
TEACHING
Authentic Task Social Negotiation
Providing students with Since mental processes
complex situations / developed through social
problems to deal with. interactions, thus
collaboration in learning is
“These problems should be vital.
embedded in authentic
tasks and activities, the “Major goal of teaching is
kinds of situations that to develop students’
students will face as they abilities to establish and
apply what they are defend their own positions
learning to real-world while respecting the
problems” (Needles & positions of others” (The
Knapp, 1994) Language Development
and Hypermedia Group,
1992)
Multiple Representations
Students must encounter
many representations
(models, analogies) of
content to avoid
oversimplifying (one
approach to every
situation).
“revisiting the same
material, at different times,
in re-arranged contexts, for
different purposes, and
from different conceptual
perspectives is essential for
attaining the goals of
advanced knowledge
acquisition” (Rand Spiro,
1991)
Understanding
Knowledge Construction
Different assumptions lead
to different knowledge.
Therefore, students must
understand how the
knowledge is constructed,
so that they’ll be aware of
the influences that shape
their thinking.
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Student-Centered
Instruction
Students direct their own
learning and work with
other students.
5 examples:
1) Inquiry learning
2) Problem-based
learning
3) Cognitive
Apprenticeships
4) Group work and
cooperation in
learning
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COOPERATIVE LEARNING

• Its approaches and structures are seen as valuable.

• According to Scales & McEwi (1994), cooperative learning is highly recommended in strengthening middle grades’ teacher
preparation.

The History
• In 1990s, John Dewey encouraged educators to structure schools as democratic learning communities.
• While now, according to Driscoll (2005), some characteristics of constructivist learning are consistent with the use of
cooperative learning structure.

Theoretical Underpinnings
• There are values in cooperative learning from different perspectives.
• In terms of academic/cognitive goals, it helps participants to rehearse, elaborate and expand their knowledge.
• In terms of interpersonal / social goals, it has a positive impact on interracial friendships, prejudice reduction, self-esteem, and
so on.

What can go wrong?

• Can hinder learning and reduce social relations in class.
• E.g: if there is pressure, interactions can be unproductive.

What can be done? (by teachers)

• Carefully determine the size of the group
• Assign roles
• Less communicating
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ELEMENTS OF COOPERATIVE LEARNING

Each member is held

Group members
Students interact face to individually
experience positive
accountable for
face interdependence
learning.

All must monitor group

Collaborative skills are
processes and
necessary
relationships.
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DILEMMA OF CONSTRUCTIVISM AMONG
TEACHERS

Conceptual dilemmas Cultural dilemmas

Pedagogical dilemmas Political dilemmas