Social Constructivist Approach
The central ideas of social constructivism are that “learners are active in constructing their own knowledge” and that “social interactions are important in this knowledge construction process”(308). This psychological theory is useful to learning because it provides educators with a deepened understanding of how knowledge is formed in students thought. Its emphasis on the social aspect of learning is especially significant because schools and the classroom are social situations. Our lesson plans aim to capture the central ideas of social constructivist approach to enhance our students to ability to understand and apply the information they are required to know. The three lessons we have planned are focused around a group work project that will allow for specific application of social constructivist approaches.
Considerations for using Social Constructivist Approach:
Teachers using this teaching method should keep in mind that sometimes group work can impede rather than progress social relations and learning in the classroom. The goal of this method is to have the students engage in cooperative learning. Cooperative learning is when students elaborate, interpret, explain, and argue as processes of the group activity and the members of the group support learning. Group work can lead to students valuing the process of work rather then the process of learning, students accepting rather then challenging the misconceptions brought up by the group, and students valuing socializing instead of learning. In order to overcome these potential issues teachers should help students assign roles within their group. We have allowed for a work period so that the teacher can correct any missuses of group experience. Also, in our lessons we have focused on a project that is not very structured so that the groups will have to focus on problem solving rather then the process of finishing. We have also tried to make the goal of peer learning clear by including peer evaluations and having students present to the class. We have also introduced the assignment as an introduction to the unit, therefore any misconceptions developed by the groups and individuals will be corrected as the unit develops. Teachers should also keep in mind that some students may learn to rely to heavily on the group and not take responsibility for their learning; to overcome this, be careful of the way the groups are put together and monitor groups that may include students in this category.
Conclusion:
Overall, our hope is that the students will be able to actively participate in constructing knowledge both for themselves and for their peers by interacting with the teacher and their fellow classmates. Our goal with this assignment is to create a questioning attitude in the students that will force them to be active learners.
The central ideas of social constructivism are that “learners are active in constructing their own knowledge” and that “social interactions are important in this knowledge construction process”(308). This psychological theory is useful to learning because it provides educators with a deepened understanding of how knowledge is formed in students thought. Its emphasis on the social aspect of learning is especially significant because schools and the classroom are social situations. Our lesson plans aim to capture the central ideas of social constructivist approach to enhance our students to ability to understand and apply the information they are required to know. The three lessons we have planned are focused around a group work project that will allow for specific application of social constructivist approaches.
Considerations for using Social Constructivist Approach:
Teachers using this teaching method should keep in mind that sometimes group work can impede rather than progress social relations and learning in the classroom. The goal of this method is to have the students engage in cooperative learning. Cooperative learning is when students elaborate, interpret, explain, and argue as processes of the group activity and the members of the group support learning. Group work can lead to students valuing the process of work rather then the process of learning, students accepting rather then challenging the misconceptions brought up by the group, and students valuing socializing instead of learning. In order to overcome these potential issues teachers should help students assign roles within their group. We have allowed for a work period so that the teacher can correct any missuses of group experience. Also, in our lessons we have focused on a project that is not very structured so that the groups will have to focus on problem solving rather then the process of finishing. We have also tried to make the goal of peer learning clear by including peer evaluations and having students present to the class. We have also introduced the assignment as an introduction to the unit, therefore any misconceptions developed by the groups and individuals will be corrected as the unit develops. Teachers should also keep in mind that some students may learn to rely to heavily on the group and not take responsibility for their learning; to overcome this, be careful of the way the groups are put together and monitor groups that may include students in this category.
Conclusion:
Overall, our hope is that the students will be able to actively participate in constructing knowledge both for themselves and for their peers by interacting with the teacher and their fellow classmates. Our goal with this assignment is to create a questioning attitude in the students that will force them to be active learners.