behaviouristicsconstructivistics-1

8/23/2019 BEHAVIOURISTICSConstructivistics-1

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BEHAVIOURISTICSERLIK WIDIYANI STYATI

IKIP PGRI MADIUN


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DEFINITION

Behavioristics focuses on studying the behavior

and cognitive and mood is too subjective.

language behavior is the production of correct

responses to stimuli; if the response is reinforced, it

then becomes habitual, or conditioned


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BEHAVIORISTICSINTHE CLASSROOM

language itself is a group of stimulus - response

chain (S - R)

language learning is reasoning by analogy, to

replace to learn

teachers should be strictly controlled, not by the

free play of the students.

teachers should reject the existence of the mother

tongue and used exclusively for the purpose of

language instruction, students should have an

environment to learn the target language


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THE CHARACTERISTICSOF BEHAVIORISTICS

INGENERAL

Breaking down the skills and information to be

learned into small units.

Checking student's work regularly and providing

feedback as well as encouragement

(reinforcement).

Teaching "out of context

Direct or "teacher centered" instruction


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THECHARACTERISTICSOF BEHAVIORISTICSIN

LANGUAGE TEACHING

Language is learnt only through use or practice

The production of language depends on the

situation, which makes its use necessary

Producing the correct linguistic response alsorequires effort

Producing the correct response also requires

attention.


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CONTINUED

The spoken language comes earlier than the written, and

the receptive (passive) experience of language isnecessary before any productive (active) use can begin

Learning takes place faster if the correct response toward

stimulus is confirmed

Learning is still faster if the learner is placed to thesituation where he can produce only the correct response

Every new item learnt must be reinforced by further

practice before further learning begins


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CONSTRUCTIVISTICS

Definition

it arouses the construction or creation based on the

topic that is discussed based on the personal

experience.


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THE IMPORTANTOF CONSTRUCTIVISM

Constructivist teaching fosters critical thinking and

creates active and motivated learners. constructivist

theory be incorporated into the curriculum, and

advocate that teachers create environments in

which children can construct their ownunderstandings. A constructivist approach frees

teachers to make decisions that will enhance and

enrich students' development" in these areas


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THE GOALOF USING CONSTRUCTIVIST CLASSROOM

Provide experience with the knowledge construction

process; Provide experience in and appreciation for multiple

perspectives;

Embed learning in realistic and relevant contexts;

Encourage ownership and voice in the learning process;

Embed learning in social experience;

Encourage the use of multiple modes of representation;

Encourage self-awareness in the knowledge construction

process


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THE CHARACTERISTICSOF CONSTRUCTIVIST

CLASSROOM

Provide multiple representations of reality;

Represent the natural complexity of the real world;

Focus on knowledge construction, not reproduction;

Present authentic tasks (contextualizing rather thanabstracting instruction);


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CONTINUED

Provide real-world, case-based learning

environments, rather than pre-determined

instructional sequences;

Foster reflective practice;

Enable context-and content dependent knowledge

construction;

Support collaborative construction of knowledge

through social negotiation


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THE CONSTRUCTIVIST CLASSROOM

A constructivist teacher is able to flexibly and

creatively incorporate ongoing experiences in the

classroom into the negotiation and construction of

lessons with small groups and individuals. The

environment is democratic, the activites areinteractive and student centered, and the students

are empowered by a teacher who operates as a

facilitator/consultant


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CONTINUED

Constructivist classrooms are structured so that learners

are immersed in experiences within which they mayengage in meaning-making inquiry, action, imagination,

invention, interaction, hypothesizing and personal

reflection. In a constructivist classroom, students are

encouraged to use prior experiences to help them formand reform interpretations. In a constructivist classroom,

teachers create situations in which the students will

question their own and each other's assumptions


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CONSTRUCTIVIST CLASSROOM

A constructivist classroom is, in fact, highly

organized. Students are given a lot of choices

within the classroom, but those choices may be

contained within parameters. Students are able to

negotiate themes, but must abide by the range ofliterature that their curriculum prescribes. Students

may design their own assignments, but the

assignments must accommodate curriculum

variables.


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CONSTRUCTIVIST TEACHING INVOLVES

NEGOTIATION

Boomer (1992) explains that it is important when

negotiating for teachers to talk openly about how new

information may be learned and about constraints such

as obligatory curriculum.

Cook (1992) explains why negotiating the curriculum with

students is important:

Learners will work harder and better, and what they learn

will mean more to them if they are discovering their own

ideas, asking their own questions, and fighting hard to

answer them for themselves.

A constructivist teacher offers his or her students options

and choices in their work


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THE TEACHERINA CONSTRUCTIVIST CLASSROOM

Watching and listening may contribute to a teacher's

ability to use what the classroom experience provides tohelp him or her create contextualized and meaningfullessons for small groups and individuals.

constructivists distinguish didactic talk, when participantsreport experiences but no new understanding occurs,from real talk where careful listening creates anenvironment within which emerging ideas can grow.

Consequently, constructivist activities in the classroomthat focus on speaking and listening promote not only

constructivist thought but also important connectionsbetween teacher and students


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Thank you

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