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Constructivism-and-Learner-Centered-Instruction.pptx
- 1. TEACHING DEFINITION OF TERMSAND DIFFERENT VIEW POINTS OF TEACHING
- 2. What is Education? The word "Education” has been derived from different Latin words. ‘Educare’ - which means to bring out or to nourish. ‘Educere’ - which means to lead out or to draw out. ‘Educatum’- which means act of teaching or training. ‘Educatus’ - which means to bring up, rear, educate. K.K. Chauhan
- 3. K.K. Chauhan (AssistantProfessor) Department of Education, C.S.J.M. University, Kanpur Teaching is the process of imparting knowledge, skills, and values to others. It involves the sharing of information and ideas to facilitate learning and understanding. Teaching can take place in a variety of settings, including schools, universities, workplaces, and informal settings. Effective teaching involves the use of appropriate methods and strategies to engage learners, facilitate their learning, and help them achieve their learning goals.
- 4. The role ofa teacher is to create a positive and supportive learning environment, provide guidance and feedback, and help learners develop the skills and knowledge they need to succeed. Good teaching is essential for the development of individuals and society as a whole, as it helps to foster critical thinking, creativity, and innovation.
- 5. DEFINITIONS H CMorrison:- Teaching is an intimate contact between the more mature personality and a less mature one. Jackson:- Teaching is a face to face encounters between two or more persons, one of whom ( teacher) intends to effect certain changes in the other participants ( students). N.L. Gage ( Democratic point of view ):- Teaching is interpersonal influence aimed at changing the behavior potential of another person. Clerk:- Teaching refers to activities that are designed and performed to produce in students behavior. Skinner)- "Teaching is the arrangement of contingencies of reinforcement. Smith - "Teaching is a goal directed activity.“ James M. Thyne- "All teaching is the promotion of learning.“ Word Book Encyclopedia:-"The process by which one person helps others achieve knowledge, skills and aptitudes."
- 6. Nature of teaching:- 1.Intentional: 2.Dynamic: 3.Systematic: 4.Interactive: 5.Contextual: 6.Reflective: 7.Clarity of objectives: 8.Positive learning environment: 9.Effective communication: 10.Flexibility: 11.Knowledge of subject matter: 12.Assessment and feedback: 13.Continuous improvement:
- 7. Characteristic of teaching:- Teaching is a social and cultural process, which is planned in order to enable an individual to learn something in his life. (1) Teaching is a complete social process: Teaching is undertaken for the society and by the society. With everchanging social ideas, it is not possible to describe exact and permanent nature of teaching. (2) Teaching is giving information: Teaching tells students about the things they have to know and students cannot find out themselves. Communication of knowledge is an essential part of teaching.
- 8. Characteristic of teaching:- (3) teaching is an interactive process: Teaching is an interactive process between the student and the teaching sources, which is essential for the guidance, progress, and development of students. (4) Teaching is a process of development and learning. (5) Teaching causes a change in behavior. (6) Teaching is art as well as science
- 9. (7) Teachingis face to face encounter. (8) Teaching is observable, measurable and modifiable. (9) Teaching is skilled occupation:- Every successful teacher is expected to know the general methods of teaching-learning situations. (10) Teaching facilitates learning (11) Teaching is both conscious and an unconscious process. (12) Teaching is from memory level to reflective level. (13) Teaching is a continuum of training, conditioning, instruction, and indoctrination.
- 10. VARIABLES OF TEACHING 1. Independent Variable (Teacher): The teacher is the most important variable in teaching as they are responsible for designing and delivering the instruction. Effective teachers have a deep understanding of the subject matter, knowledge of teaching strategies, and excellent communication skills. 2. Dependent Variable (Student): The student is another important variable in teaching. Their prior knowledge, motivation, and learning style can affect their ability to learn and engage with the material. Teachers need to be aware of their students' needs and adjust their instruction accordingly.
- 11. VARIABLES OF TEACHING 3. Intervening Variable (Other): 1.Curriculum: The curriculum is the set of learning objectives, standards, and materials that teachers use to guide their instruction. The curriculum can affect the pace and depth of learning and can impact student motivation. 2.Classroom Environment: The classroom environment can affect student engagement and motivation. Factors like classroom design, lighting, and temperature can impact student learning. 3.Technology: Technology can be an important variable in teaching. The use of technology can enhance instruction, engage students, and provide access to resources beyond the classroom. 4.Assessment: Assessment is the process of measuring student learning. Assessment can help teachers identify areas where students need additional support and adjust instruction accordingly. 5.Resources: Resources such as textbooks, equipment, and materials can impact teaching and learning. Teachers need to have access to appropriate resources to deliver effective instruction K.K. Chauhan
- 12. Principle of Teaching Emphasizing the learner Using previous knowledge Individual difference Readiness Meaningfulness Planning Selection Division Revision Motivation Activity Interest Defining specific objective
- 13. MAXIMS OF TEACHING(िश±ण के सý ू) Maxims of teaching have been discovered, not invented. They are simply the statement of the way which teaching and learning go forward. From simple to complex From particular to general From known to unknown From whole to part From definite to indefinite From concrete to abstract From empirical to rational.
- 14. There are threecommon views of teaching: “teaching as transmission”, “teaching as transaction”, and “teaching as transformation”. 1. Teaching as Transmission This view perceives teaching to be the act of transmitting knowledge from the teacher’s head to the students’ heads. A Teacher-Centered Approach This view supports the teacher-centred approach in which the teacher is the carrier of knowledge, the judge of truth, and the final evaluator of learning.
- 15. 1. Teaching asTransmission The Teacher Job The teacher’s job from this perspective is to provide students with a certain body of knowledge in an order that he decides in advance. Learning Assessment From this perspective, standardized tests are considered to be a suitable measure of students’ learning. The teacher uses these tests to assess students’ academic achievement as students demonstrate, replicate, or retransmit the specified body of knowledge back to the teacher in them.
- 16. 2. Teachingas Transaction This view perceives teaching as creating real-life situations and experiences that encourage students to interact with the learning material in order to construct knowledge. New Knowledge Generated Individually Here, knowledge is not passively received, rather, it is actively built up or constructed by students as they connect their past knowledge and experiences with new information. The teachers start by helping students generate what they know about a topic before a lesson. This helps them to strengthen the connection between known and new. Generating prior knowledge can be done through the use of advanced organizers, anticipatory sets, or pre-questioning. And just as each student’s past knowledge and experiences are different, so too is the interpretation, understanding, and meaning of the new information that each student constructs.
- 17. 2. Teaching asTransaction The Teacher Job The teacher’s job from this perspective is to create experiences where students’ old information can transact with new information to build meaningful knowledge. In other words, the teachers, here, don’t pour knowledge into the heads of learners; rather, they assist learners in their construction of knowledge. Learning Assessment Learning assessment from this perspective includes students’ ability to use the newly generated knowledge to solve real-world problems or to create products or performances that are valued in one or more cultural settings.
- 18. 3. Teachingas Transformation This view perceives teaching as creating conditions that have the potential to transform the learner on many different levels (cognitive, emotional, social, intuitive, creative, spiritual, and other). A Learner-Centered Approach This view supports the learner-centred approach in which the teacher leads the students to a greater understanding of and care for themselves, others, and the environment.
- 19. 3. Teaching asTransformation The Teacher Job The teacher’s job from this perspective is to discover students’ full potential as learners, members of society, and human beings. The ultimate goal of teachers is to develop students as human beings in all aspects to enable them to better perceive and cope with the environment around them. Learning Assessment Learning assessment from this perspective includes discovering and developing students’ unique talents and capabilities to the fullest extent possible. It also involves assessing students’ awareness and consciousness of the multiple dimensions of themselves and the environment around them.
- 20. Chapter 8 Student-centered andConstructivist Approaches to Instruction Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners.
- 21. Constructivism draws onthe developmental work of Piaget (1977) and Kelly (1991). Constructivism is a view of learning based on the belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge.
- 22. Twomey Fosnot(1989) defines constructivism by reference to four principles: learning, in an important way, depends on what we already know; new ideas occur as we adapt and change our old ideas; learning involves inventing ideas rather than mechanically accumulating facts; and meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas that conflict with our old ideas.
- 23. A productive,constructivist classroom, then, consists of learner-centered, and active instruction. In such a classroom, the teacher provides students with experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The teacher's role is to facilitate this process.
- 24. Piaget (1977)asserts that learning occurs by active construction of meaning, rather than by passive recipience. He explains that when we, as learners, encounter an experience or a situation that conflicts with our current way of thinking, a state of disequilibrium or imbalance is created. We must then alter our thinking to restore equilibrium or balance. To do this, we make sense of the new information by associating it with what we already know, that is, by attempting to assimilate it into our existing knowledge. When we are unable to do this, we accommodate the new information to our old way of thinking by restructuring our present knowledge to a higher level of thinking.
- 25. Similar tothis is Kelly's theory of personal constructs (Kelly, 1991). Kelly proposes that we look at the world through mental constructs or patterns which we create. We develop ways of construing or understanding the world based on our experiences. When we encounter a new experience, we attempt to fit these patterns over the new experience. For example, we know from experience that when we see a red traffic light, we are supposed to stop. The point is that we create our own ways of seeing the world in which we live; the world does not create them for us.
- 26. Why IsConstructivism Important? Educational curricula and teaching methods are changing. One component of the current redevelopment of all subject area curricula is the change in focus of instruction from the transmission curriculum to a transactional curriculum. In a traditional curriculum, a teacher transmits information to students who passively listen and acquire facts. In a transactional curriculum, students are actively involved in their learning to reach new understandings.
- 27. Why Is ConstructivismImportant? Constructivist teaching fosters critical thinking and creates active and motivated learners. Zemelman, Daniels, and Hyde (1993) tell us that learning in all subject areas involves inventing and constructing new ideas. They suggest that constructivist theory be incorporated into the curriculum, and advocate that teachers create environments in which children can construct their own understandings . Twomey Fosnot (1989) recommends that a constructivist approach be used to create learners who are autonomous, inquisitive thinkers who question, investigate, and reason. A constructivist approach frees teachers to make decisions that will enhance and enrich students' development" in these areas. These are goals that are consistent with those stated by Saskatchewan Education in the the 1984 government report, Directions, that launched the restructuring of Saskatchewan's curricula. This demonstrates that constructivism is evident in current educational change.
- 28. READ (Click thelink) https://saskschoolboards.ca/wp-content/uploads/97-07.htm#:~:text=A%20constructivist%20student%2 Dcentered%20approach,of%20construction%20by%20the%20knower . Describe The Constructivist Classroom A Constructivist Classroom is Student-Centered Constructivism Uses a Process Approach Constructivist Teaching Involves Negotiation The Teacher in a Constructivist Classroom is a Researcher Students and are Interactive in a Constructivist Classroom Teacher Organization and Management in a Constructivist Classroom are Democratic Power and Control in the Constructivist Classroom are Shared