APPLYING CONSTTUCTIVIST PERSPECTIVES

Teacher

Students

Elicit students ideas and experiences

in relation to key topic
Teacher provides student with a
variety of information resources
Teachers make their own thinking
processes explicit to learners
Teachers
encourage
students
reflective and autonomous thinking
in conjunction

They
are
given
frequent
opportunities to engage in complex ,
meaningful, problem based activities.
Work collaboratively and are given
support
They are routinely asked to apply
knowledge in diverse and authentic
context
Employ a variety of assessment
strategies to understand how
students ideas are evolving and to
give feedback on the process

Inquiry and Problem-Based Learning

o Inquiry learning is a student centered approach to

learning the predates many traditional form of
instruction
oThe teacher puzzling situation and students solve the
problem

o Problem Based Learning method that provide

students with realistic problems that dont
necessarily have right answers.
o The goals of problem-based learning :
a.

to help students develop knowledge

b.

to enhance intrinsic motivation

c.

skills in problem solving, collaboration,

evidence-based decision making and selfdirected lifelong learning.

Cognitive Apprenticeship and Reciprocal

Teaching

A relationship in which a less experienced learner acquires

knowledge and skill under the guidance of an expert

Cognitive Apprenticeship Models

Students observe an
expert (usually the
teacher) model the
performance.

Student gets external

support through
coaching or tutoring

Student receive the

conceptual scaffolding

Student continually
articulate their
knowledge

Students reflect on
their progress,
comparing their
problem solving to an
expert performance

Students are required

to explore new ways to
apply what they are
learning

Cognitive Apprenticeship In Reading: Reciprocal

Teaching
The goal is to help students understand and think
deeply about what they read.
Four strategies to accomplish this goal:
1.
2.
3.
4.

Summarizing the content of a passage

Asking a question about the central point
Clarifying the difficult part of the material
Predicting what will come next

Applying Reciprocal Teaching

Reciprocal teaching seems to work with almost any age

students

Three guidelines for effective reciprocal teaching :

1) Shift gradually
2) Match demands to abilities
3) Diagnose thinking

Collaboration and Cooperation

Collaboration : A philosophy about how to relate to

others how to learn and work
Cooperation : Way of working with others to attain a
shared goal

Beyond Groups To Cooperation

Cooperative

learning : Situation in which elaboration,

interpretation, explanation, and argumentation
are
integral to the activity of the group and where learning is
supported by other individuals.

Task for Cooperative Learning

STAD ( Student Teams
HIGHLY STRUCTURED ,
Achievement Division)
REVIEW, AND SKILL-BUILDING Praise, recognition, or
TASKS
extrinsic rewards can
enhance motivation, effort,
and persistence

ILL-STRUCTURED,
CONCEPTUAL, AND
PROBLEM-SOLVING TASKS

Encourage extended and

productive interactions
The goal is to develop
higher-order thinking and
problem solving

SOCIAL SKILLS AND

COOMUNICATION TASKS

The opportunity to
demonstrate and develop
leadership skills