Transcript Document

The Implications of
Constructivism on Classroom
Management
What is Constructivism?
• Learning is a process of structuring meaning in an active
way.
• Learning is subjective.
• Learning is shaped with situations and conditions of the
environment.
• Learning is a social process. Students share their ideas
and communicate.
What is Constructivism?
• Learning is an emotional process.
• Learning is student-centered.
• Learning is developmental. It is affected by students’
social, physical and emotional developments.
• Learning is permenant.
• Learning includes conceptual changes.
• The quality of learning is important in learning process.
Subtitles of Classroom
Management
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Communication
Motivation
Learning Techniques and Methods
Physical Environment
Discipline
Evaluation
Communication in a constructivist
classroom:
• The interaction in the class is recipricol rather than
teacher-centered.
• Students are engage with their activities rather than
listening.
• Teacher asks questions rather than giving directions.
• Students’ voices are heared mostly rather than the
teacher’s.
Communication in a constructivist
classroom:
• Teacher speaks less than the students.
• Teacher’s and students’ questions are not for only a
single word.
• Students’ speaking in normal tone is enough for taking
the other students’ or the teacher’s attention.
• Teacher’s speaking in normal tone is enough for taking
the students’ attention.
• Students help to each other.
Motivation in a constructivist classroom:
• Motivation is one of the key componenets in learning.
Not only is it the case that motivation helps learning, it is
essential for learning.
• There is no punishment.
• There is no prize.
• There is an intrinsic motivation.
Motivation in a constructivist classroom:
• Students are aware of the responsibility of their own
learning.
• Students choose which topic they want, search for it.
• Students are motivated by the learning itself.
• Sustaining motivation to learn is strongly dependent on
the learner’s confidence in his or her potential for
learning.
Motivation in a constructivist classroom:
• Studenst continue working even if the time is up.
• Students search outside of the classroom.
• Teacher and students accept classroom as ‘our class’.
Techniques and methods in a constructivist
classroom:
• Teacher encourage direct student intellectual
involvement trhough:
• Discussion
• Small group work
• Student presentation
• Debate
• Simultations
• Brain-storming
• Individul study
Techniques and methods in a constructivist
classroom:
• Teacher acceptes and encourages students autonomy.
• Teacher acceptes induvidual differences.
• Students are asked open-ended questions and allowed
time for resdonding.
• Teacher encourages students to higher-level thinking.
Techniques and methods in a constructivist
classroom:
• Students communicate with both teacher and
classmates.
• Students engage in experince.
• Raw data, primary sources, malipulatives, physical and
interactive materials are used by students.
Physical environment in
a constructivist classroom:
• The walls of the classroom are full of with students’
works.
• The shape of students’ desks are appropriate for
learning and communication.
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Every student can see each other in classroom.
• Students’ desks are movable.
• Students assert their ideas about the physical
environment of the classroom.
• The classroom should be clear.
Discipline in a constructivist classroom:
• Teacher should give opportunity to the students to
choose between two behaviours.
• Teacher should try to understand the reason of the
problem behaviours.
• Teacher should clarify his expectations.
• Teacher should focus on the present behaviour of the
student.
Discipline in a constructivist classroom:
• There should be a reliable communication between
teacher and students.
• Teacher should behave consistently.
• Teacher and students should establish the rules of
classroom together.
• Teacher and students should find solutions to the
problems in a cooperative way.
Discipline in a constructivist classroom:
• Teacher should use logical consequences rather than
punishment.
• Teacher should help students to be responsible
individuals.
• Students should be encouraged to be autonomous
learners. Therefore they can take the responsibility of the
negative consequences of their behaviours.
Evaluation in a constructivist classroom:
• The purpose is to help students for learning.
• Learned information are evaluated not memorized ones.
• During evaluation, learning continues.
• Whether the information is appropriate for situation or
not is evaluated.
Evaluation in a constructivist classroom:
• The process of learning is evaluated not the outcomes of
the learning.
• Performance, problem based learning, group works and
practical matters sare used for evaluation.
• The basic of evaluation is to direct them sharing and give
them opportunities.
Prepared by:
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Çiğdem Mutlu
Didem Ünal
Meltem Aktaş
Meryem Topal
Tülay Kasapoğlu
3-L