Transcript Constructivist Learning & Direct Instruction

Constructivist Learning
&
Direct Instruction
Marshall Jones
EDUC 275
Winthrop University
The Intersection of 2 Theories
Direct Instruction
 Knowledge has a separate, real existence of its
own outside the human mind. Learning happens
when this knowledge is transmitted to people and
they store it in their minds.
– Roblyer, page 53
 Note: There are two
definitions of DI
Constructivist Learning
Humans construct all knowledge in their
minds by participating in certain
experiences; learning happens when one
constructs both mechanisms for learning
and his or her own unique version of the
knowledge.
– Roblyer page 53
Which is better?
Neither
Depends on your needs
Depends on your content
Depends on your
environment
Examples of Direct Instruction
Content
 Multiplication Tables
 Branches of
Government
 Procedural tasks
– “Coding” web pages
– Driving a stick shift
Examples of Constructivist
Content
Causes of WWII
The strengths and
weaknesses of Democracy
How do you choose the
correct theorem for a
problem?
Why is this important?
Gets to the notion of HOW you
learn
How you LIKE to learn
How to manage favorite and
least favorite environments
Affords us variety in pedagogy
Now, an activity
In groups create a list of the
following:
How do you like to learn…
– To use a new electronic device (phone, PDA,
etc)
• Manuals? Play around? Watch an expert? Others?
– To play a new board/card/video game
• Read directions? Play a practice round? Others?
– A list of items or set of definitions
• Read? Recite many times? Flash cards? Others?
Take your list
Rank your learning strategies by voting on
them.
Record your votes on the list
– 100%, or ¾, or 1 out of 3
Find out which ones your group thinks are
best to use.
Make a hard decision
 Thinking as a teacher, your group should pick
three learning strategies from your list that you
would recommend to your students. You must
pick three and only three.
 Thinking as a teacher, your group should pick
three learning strategies from your list that you
would NEVER use. You must pick three and only
three.
Here’s the thing…
 Look up
Phase Two: Applying this lesson
How this relates to Educational
Technology
Choosing an instructional approach helps
you choose the right tool
Problem Solving (constructivist) = Oregon
Trail
Remembering Math Facts (direct) = Math
Blaster
Research project (constructivist) = WWW
Populations of each state (direct) = WWW
Relating this to theory: Skinner
Operant Conditioning
– Skinner says behavior is controlled by
consequences of actions
What happens if you get an answer right in
a drill and practice game?
What if its right?
Do you get the point?
Relating this to theory: Gagne
 Events of Instruction
(1) gaining attention
(2) informing learners of the
objective
(3) stimulating recall of prior
learning
(4) presenting the stimulus
(5) providing learning
guidance
(6) eliciting performance
(7) providing feedback
(8) assessing performance
(9) enhancing retention and
transfer
 Happens in all
learning
 Only tutorial software
can stand alone
 All other uses of
software requires
presence of qualified
instructor
Relating this to theory: Vygotsky
Zone of Proximal Development
Adult/expert – child/novice = ZOPD
Scaffolding is determining where people
are and finding examples just for them
Technology Integration: graphics help
Generate your own
Find at http://google.com with the image
search
What you need to be able to do
 What these theories
are (define them)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Information Processing
Systems Approach
John Dewey
Jean Piaget
Jerome Bruner
Seymour Papert
Cognition & Technology Group
at Vanderbilt
Howard Gardner
Robert Gagne
Lev Vygotsky
B. F. Skinner
 Apply them
 Given a software tool or
learning environment
description, identify their
use
 Discuss implications for
technology integration
Try it now (finish as homework if
need be)
 Work in pairs (choose someone beside you) I will
give you a group number
 Describe the theory in less than 50 words
 Describe one idea you have for applying the
theory in a classroom environment
 Email it to this address:
[email protected]
 Put both your names at the end of the message