week 4

Constructivism is closely related to cognitivism with some differences. This theory is based on the idea that learners construct or make their own knowledge by the process of engaging in their own learning. Constructivism encourages learners to reason, reflect, and justify their understanding of the material. Learners use their previous knowledge as a basis to build upon new things that they learn. This results in everyone’s learning unique to them.

(1896 – 1934)

Lev Vygotsky

Lev Vygotsky contributed to Constructivism. He believed learns learn through social interaction with a skillful tutor. This is through modeled behaviors and / or verbal instructions provided to the learner. Lev Vygotsky was responsible for the development of the Zone of Proximal Development (ZPD). ZPD is defined as the distance between what a learner can do without assistance and what a learner can do with collaboration with someone who is more capable.

(1896 – 1980)

Jean Piaget

Jean Piaget was known as the father of constructivism. He believed that knowledge is best gained through a process of action, reflection, and construction. He focused on the interaction of experiences and the ideas of creating new ideas.

(1859 – 1952)

John Dewey

John Dewey believed in the importance of integration into the real world and classroom activities. Furthermore, he believed the framework of learning is reliant on the learner to be in control of their own acquisition of knowledge while encouraging the instructor to serve as the teacher.

Instructional Design Implications

When applying constructivism to Instructional Design it is important for the instructor to take a student-centered approach while considering several approaches. The approaches includes reciprocal teaching, cooperative learning, situated learning, and anchored instruction.

Approaches

Reciprocal Teaching

In reciprocal teaching the instructor is responsible for forming groups of two to four students at a time where the students take turns leading dialogue while applying specific strategies that involve questioning, summarizing, clarifying, and predicting. This creates the zone of proximal development, where students can assume responsibility for the material that they are taking a lead resulting in a high-level thinking skill which can result in successful learning.

Cooperative Learning

In cooperative learning the purpose is to promote learners to work together in smaller groups. In this area, students can learn from their peers who are experts, which is the zone of proximal development.

Situated Learning

& Anchored Instruction

Situated learning involves the instructor implementing real life scenarios to promote a higher level of understanding. This allows the student to relate the material to real life materials which makes the learning more effective.

To implement anchored instruction, the instructor ensures that students are actively engaged in their learning by providing a learning environment that involves captivating topics or real-life problems. This allows for engagement, critical thinking and increase effective problem-solving skills. This allows students to contribute to their learning by providing their own perspectives.

Strengths

Promotes individual learning
Diverse viewpoints
Promotes engagement
Encourages the learner to utilize their critical thinking skills

Limitations

Learners have different prior experience
Students might have different prior knowledge
Students learn at different paces
Preplanning for the instructor

Learning Scenario

My learning scenario is tailored to new social workers. This learning scenario encompasses their ability to facilitate an assessment that has to be completed for eligibility purposes. They are required to complete the assessment for individuals on their caseload on the annual basis for eligibility purpose.

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