Kaminska N.N..a lecturer of Sumy National Agrarian University foreign

department

Constructivists teaching methods

Constructivists teaching techniques are based on the constructivists learning theory. This theoretical framework relies on the earlier framework of cognitivism, which holds that learning should build upon knowledge that a student already knows; this prior knowledge is called a schema. Constructivists suggest learning is more effective when a student is actively engaged in the construction of knowledge rather than passively receiving it.

Constructivist teaching methods are based on the constructivist learning theory developed by a variety of philosophers. Along with John Dewey, Piaget researched childhood development and education. Their theories are now encompassed in the broader movement of progressive education.

The constructivist learning theory says that children learn best when they construct a personal understanding based on experiencing things and reflecting on those experiences. Constructivist teaching strategies are:

-one of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.

According to Audrey Gray, the characteristics of a constructivist classroom are as follows::

*the learners are actively involved;

*the environment is democratic;

*the activities are interactive and student-centered;

*the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous.

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas . This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

-experimentation: students individually perform an experiment and then come together as a class to discuss the results;

-research projects: students research a topic and can present their findings to the class.

-field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.

-films. These provide visual context and thus bring another sense into the learning experience.

-class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.

In the constructivist classroom, the teacher’s role is to prompt and facilitate discussion. Thus, the teacher’s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.

David Jonassen identified three major roles for facilitators to support students in constructivist learning environments:

* Modeling

* Coaching

* Scaffolding

Jonassen has proposed a model for developing constructivist learning environments around a specific learning goal. This goal may take one of several forms, from least to most complex:

* question or issue;

* case study;

* long-term Project;

* problem (multiple cases and projects integrated at the curriculum level);

Jonassen recommends making the learning goals engaging and relevant but not overly structured. Learning is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory.

Depending on students' prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools.

Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student’s work, and the student’s points of view . Some assessment strategies include:

*Oral discussions. The teacher presents students with a “focus” question and allows an open discussion on the topic.

*KWL(H) Chart (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study.

*Mind Mapping. In this activity, students list and categorize the concepts and ideas relating to a topic.

*Hands-on activities. These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.

*Pre-testing. This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study.

Literature:

1.http://www.ssta.sk.ca/research/instruction/9707.htm#What%20is%20Constructivism? Constructivist Teaching and Learning]

2. http://www.thirteen.org/edonline/concept2class/constructivism/index_sub5.html Constructivism as a Paradigm for Teaching and Learning]

3. http://www.temple.edu/CETP/temple_teach/CM-struc.html Strategies for Constructivist Teaching]