Constructivism

Constructivism

· Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective.

· Teacher focus on making connections between facts and new understanding · Guide student responses and encourage learners to analyse, interpret and predict · Set open ended questions, promote dialogue and problem solving · Facilitate, monitor, observer, researcher

· Learner centred · Active learners, hands on , explore on own · Creative learner constructing new ideas ore concepts based upon current and past knowledge · Social interactions and motivation helps construction

· Based on performance of learner assessment and self- evaluation

· Problem solving activities · Presentations,

· Trained to think and respond

· Interpret realities/real life

· Mental construction of learner reality · Scaffolding · Enquiry based

· Always under construction- accumulate though interactions · Use of already existing knowledge schemas

· Development of mental models through interactions with others

· Student interaction, engaged learning

Cognitivism

Cognitivism

·  The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).

·  Teacher manages problem solving and structure investigation activities (Groups) ·   Teacher provides opportunities for learning to connect new information into schema ·  Teacher guide, ask leading questions

· Active participation · Create knowledge useful for living · Creating associations between old and new content · Learners process, store and retrieve information for later use

· Evaluation criterion based · Learners driven by objectives · Co-operative

· Feedback · Cognitive games that stimulate · Educational games · Sorting games · Memorising games, patterns, association

· Learner is learning a way to do things and it might not always be the best way

· Mode of thinking, consistent with one another

· Transmission of learners thought process · Interactive learning, co-operative learning

· Learning reacts when information is stored in memory in organised meaningful way · Use analogies, hierarchical relationships to retrieve information from memory · Short, long term memory

· Internal process · Use senses · Short/long term memory

· Logical structures of presentation, memory aids

Behaviourism

	Behaviourism
Definition	· Behaviourism is a worldview that operates on a principle of “stimulus-response.” All behaviour caused by external stimuli (operant conditioning). All behaviour can be explained without the need to consider internal mental states or consciousness.
Teacher’s Role	· Teacher design the learning environment · Teacher shapes child’s behaviour · Teacher’s presents the information and learner’s demonstrate that they understood the work · Teacher instructs, manager · Corrective feedback
Learners role	· Passive learners receives knowledge · Responds to stimuli
Assessment/ Evaluation	· Student assess by test
Role of Technology	· Computer assisted instruction · Drill and practice controlled by teacher rather than learner – used as reinforcement · automated assessment · CAT, Typing exercise, Reading reinforcement, simulations, tutorials
Problems	·  Learners can find themselves in situation where they need to respond to unfamiliar content · No differentiation
Strengths	· Focus on clear goal
Instruction	· Conditioning
Memory	· Not addressed · Forgetting – because of not using information over a long time
Focus	· Observed behaviour · Conditioning · Programmed instruction
Implications for teaching	· Inputs from teacher, scheduling and rewarding process

Questions

Learning and Computing

Moll, I. (Forthcoming). Learning and Computing: Theoretical Perspectives on the Pedagogic integration of ICT’s. I McCabe, K. & van Wyk, K. (Eds.). Teaching and e-Learning. Cape Town: Macmillan.

Questions relating to reading:

Is behaviourism is really learner centred, (Mr. Ngaphandle) catering for the needs and pace of the individual learner, or rather teacher centred because the teacher controls what she wants the learners to know and run the class following a prescribed curriculum?

If behaviourism is ‘individually based’ why did we in the traditional classroom learned what the Government/Education department prescribe and not we want.

Is ‘drill and practice’ not more behaviourist than cognitivist (Miss  van Oorsprong) as there is no support, or learners is not using concepts in new, challenging situations? Is it not undermining strategic thinking?

Mr. Primechild wants the learners to ‘experience and discover new things’, will it really provoke learners to think in new ways as they will constantly ‘see’ or look at someone else’s discoveries. Will they be able to develop their own or independent thinking if they can see lots of other people’s thinking and then rather decides which one they will follow?

If you learn or are exposed to different social/cultural information (Ms Buthu, connectivism and collaboration) will you really take it ‘home’ or will it be ‘internalised’? Will you really be able to be engage into critical dialogue and not just only put your own viewpoint forth? Does it not only lead to understanding differences between people.

In connectivism (Ms Buthu) does it not become socially centred and moving away from learner centred? Does the learner not go into ‘space’ or a ‘virtual environment’ instead of bringing education to the learner?

Has the course been benificial?

This is still a discovery which in many ways will never stop with the ever changing and improving technology. It has been a great journey but what is the best is that I can share this with others teachers at my school and get them all excited as well.

Plagiarism: Behaviourism

Finding words to describe behaviourism or other well know or used terminology is so difficult as everyone who know something already said it. So giving your own definition or understanding is useless as you plagiarise someone who was wiser long before you. My understanding also correspond to millions before me whether it is right or wrong. So now just reference correctly .Luckily giving examples of your own classroom experience is still owned by you as every class room experience is different.
As almost everything is available electronically, although it is easy to found information it become easier to plagiarise. Stricter rules have to be implemented and having tools to help you certainly helps. It also becomes a challenge to you as teacher to set tasks that will demand the learners to think critically and not just been copied from a website.

Synchronous chat session vs face-to-face classroom discussion

Definitely different!! I can not read a post and type without looking on my fingers, wish I could dictate then I could follow each chat and respond much quicker. Asynchronous chat like blog is  better FOR ME as I can read , think, respond  all in my own time.
I came so well prepared wanting to quote people without making myself guilty of plagiarism but it all went way to quickly. What  I leaned is you can not follow all chats because then you don't participate. You also miss important opinions and responses and when you go back to a persons' response so much happen in the mean while.
I know I need a mind change as I still prefer face to face when discussing topics that generate responses and feedback.I need to interact with content and people at the same time.  Time and practise is needed. I will get there.