{"id":2659,"date":"2019-10-09T23:59:36","date_gmt":"2019-10-10T03:59:36","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=2659"},"modified":"2019-10-10T00:16:58","modified_gmt":"2019-10-10T04:16:58","slug":"how-to-construct-your-classroom-with-constructivism","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/10\/how-to-construct-your-classroom-with-constructivism\/","title":{"rendered":"How to Construct Your Classroom With Constructivism"},"content":{"rendered":"\n<p>In the article <em>Constructivism in Classroom: Theory into Practice<\/em> (1999), Naylor and Keogh explained that the &#8220;central principles of this approach [constructivist view] are that learners can only make sense of new situations in terms of their existing understanding.&#8221; <\/p>\n\n\n\n<p>Does the current classroom structure align with this idea? The answer is <strong><em>no<\/em>.<\/strong><\/p>\n\n\n\n<p>Our current education system sets the classroom structure, as to where students are forced to take in knowledge from the teacher, like an empty vessel. <\/p>\n\n\n\n<figure class=\"wp-block-image\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"560\" height=\"299\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/10\/knowledge-transfer-station-560.jpg?resize=560%2C299&#038;ssl=1\" alt=\"\" class=\"wp-image-2662\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/knowledge-transfer-station-560.jpg?w=560&amp;ssl=1 560w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/knowledge-transfer-station-560.jpg?resize=300%2C160&amp;ssl=1 300w\" sizes=\"auto, (max-width: 560px) 100vw, 560px\" \/><\/figure>\n\n\n\n<p>Here&#8217;s a video that better illustrates how constructivist teaching would look like:<\/p>\n\n\n\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Constructivist Learning\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/PK2NILj3BrU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">So How Can You Implement This?<\/h2>\n\n\n\n<p>The article describes an <strong><em>innovation <\/em><\/strong>that shows us how constructivist principles can be implemented for teaching. It introduces the idea of &#8220;concept cartoons.&#8221;  <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"504\" height=\"374\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/10\/Screen-Shot-2019-10-09-at-11.59.25-PM.png?resize=504%2C374&#038;ssl=1\" alt=\"\" class=\"wp-image-2668\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/Screen-Shot-2019-10-09-at-11.59.25-PM.png?w=504&amp;ssl=1 504w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/Screen-Shot-2019-10-09-at-11.59.25-PM.png?resize=300%2C223&amp;ssl=1 300w\" sizes=\"auto, (max-width: 504px) 100vw, 504px\" \/><\/figure><\/div>\n\n\n\n<p>Let me show you how it works. In the example, we can see how the scientific concept &#8220;heat and cold&#8221; was incorporated into a familiar situation for the students. The conversation between the children can be seen as a form of a multiple-choice question, and they help to represent the misconception the student might actually hold. Now, this would definitely stir up a debate in the classroom as they bring up their own opinions on the idea. <\/p>\n\n\n\n<p>See how that cartoon just gave us access to our student&#8217;s existing ideas? How it <strong>engaged<\/strong> the students?<\/p>\n\n\n\n<p>That <strong>engage<\/strong> is where we start off to our learning cycle!<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The 5 E&#8217;s<\/h2>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/10\/valuable-5e-learning-cycle-model-3-reflections-for-every-ngss-teacher-rub-8716-1-1016x1024.png?resize=352%2C355\" alt=\"\" class=\"wp-image-2665\" width=\"352\" height=\"355\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/valuable-5e-learning-cycle-model-3-reflections-for-every-ngss-teacher-rub-8716-1.png?resize=1016%2C1024&amp;ssl=1 1016w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/valuable-5e-learning-cycle-model-3-reflections-for-every-ngss-teacher-rub-8716-1.png?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/valuable-5e-learning-cycle-model-3-reflections-for-every-ngss-teacher-rub-8716-1.png?resize=298%2C300&amp;ssl=1 298w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/valuable-5e-learning-cycle-model-3-reflections-for-every-ngss-teacher-rub-8716-1.png?resize=768%2C774&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/10\/valuable-5e-learning-cycle-model-3-reflections-for-every-ngss-teacher-rub-8716-1.png?w=1200&amp;ssl=1 1200w\" sizes=\"auto, (max-width: 352px) 100vw, 352px\" \/><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Engage:<\/strong> <em>Establish Relevancy<\/em> &#8211; help to determine need of learning new concepts<\/li><li><strong>Explore:<\/strong> <em>Present the Content <\/em>&#8211; discover more about the topic<\/li><li><strong>Explain:<\/strong> <em>Improve Understanding <\/em>&#8211; establishing definitions and explanations<\/li><li><strong>Elaborate<\/strong>: <em>Construct New Learning<\/em> &#8211;  apply prior learning and exercise skills<\/li><li><strong>Evaluate:<\/strong> <em>Assess Learning <\/em>&#8211; measure how learning corresponds against goals<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">What Does It Look Like In A Classroom?<\/h2>\n\n\n\n<p>Now let&#8217;s see how that concept cartoon can lead into the learning cycle. <\/p>\n\n\n\n<ul class=\"wp-block-list\"><li> Engage<ul><li>Engage the students using the concept cartoon &#8211; ask them who they think is correct in this case. <\/li><\/ul><\/li><li>Explore<ul><li>Let the students debate and raise their own thoughts and ideas &#8211; form their own hypothesis<\/li><li>By showing them the alternatives (misconceptions) you will allow them to recognize conceptual conflicts<\/li><\/ul><\/li><li>Explain<ul><li>Discussion based on students&#8217; thoughts and ideas and come to a consensus by giving supporting evidence that explains the correct concept. <\/li><\/ul><\/li><li>Elaborate<ul><li>Students can do group investigations on different concepts raised by the cartoon &#8211; eg. properties of heat <\/li><\/ul><\/li><li>Evaluate<ul><li>The investigations can be used as a way to evaluate students&#8217; learning.  <\/li><\/ul><\/li><\/ul>\n\n\n\n<figure class=\"wp-block-embed-twitter wp-block-embed is-type-rich is-provider-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">&quot;The role of the teacher is to create the conditions for inventions rather than provide ready-made knowledge.&quot; &#8211; Seymour Papert <a href=\"https:\/\/twitter.com\/hashtag\/EDT431?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT431<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/scienceteaching?src=hash&amp;ref_src=twsrc%5Etfw\">#scienceteaching<\/a><\/p>&mdash; Ms. Lee (@WoooojinLee) <a href=\"https:\/\/twitter.com\/WoooojinLee\/status\/1182140734931165184?ref_src=twsrc%5Etfw\">October 10, 2019<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n\n\n\n<p>Naylor, S., &amp; Keogh, B. (1999). Constructivism in Classroom: Theory into Practice.&nbsp;<em>Journal of Science Teacher Education,10<\/em>(2), 93-106. Retrieved from http:\/\/www.jstor.org\/stable\/43156211<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>In the article Constructivism in Classroom: Theory into Practice (1999), Naylor and Keogh explained that the &#8220;central principles of this approach [constructivist view] are that <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/10\/how-to-construct-your-classroom-with-constructivism\/\" title=\"How to Construct Your Classroom With Constructivism\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":2781,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[6],"tags":[],"class_list":["post-2659","post","type-post","status-publish","format-standard","hentry","category-constructivism"],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/2659","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/2781"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=2659"}],"version-history":[{"count":3,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/2659\/revisions"}],"predecessor-version":[{"id":2671,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/2659\/revisions\/2671"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=2659"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=2659"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=2659"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}