C H A P T E RC H A P T E R 1010

Social Constructivist ApproachesSocial Constructivist Approaches

C H A P T E RC H A P T E R 1010

Social Constructivist ApproachesSocial Constructivist Approaches

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Learning Goals

1.Compare the social constructivist approach to other constructivist approaches.

2.Explain how teachers and peers can jointly contribute to children’s learning.

3.Make effective decisions in structuring small-group work.

4. Describe three social constructivist programs.

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Social Constructivist Approaches

Social ConstructivistApproaches to Teaching

SituatedCognition

Social Constructivism in the Broader

Constructivist Context

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Constructivist vs. Social Constructivist Approaches to Teaching

Constructivism emphasizes that individuals learn best when they actively construct knowledge and understanding.

Social Constructivist Approaches emphasize the social contexts of learning, and that knowledge is mutually built and constructed.

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Situated Cognition

…refers to the idea that thinking is “situated” in social and physical contexts, not within an individual’s mind.

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Social Constructivist Approaches

Teachers and Peers as Joint Contributors to Students’ Learning

Scaffolding

CognitiveApprenticeship

CooperativeLearning

Tutoring

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Teachers and Peers as Joint Contributors to Students’ Learning

Scaffolding: Changing the

level of support over the course

of a teaching session

Cognitive Apprenticeship:

An expertstretches and supports the

novice’s understanding

and use of cultural skills

Tutoring:Includes

classroom aides,

volunteers, and mentors

Cooperative Learning:

Students work in small groups

to help each other

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Cooperative Learning Research(Slavin, 1995)

Cooperative learning can improve student achievement when:– Group rewards are generated, and– Individuals are held accountable.

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

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Cooperative Learning

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

10.10

Cooperative Learning

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

10.11

Cooperative Learning

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Enter the DebateShould teachers use high-ability students to

tutor their struggling students?

YES NO

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Social Constructivist Approaches

Composing the Group

Structuring Small Group Work

Team-BuildingSkills

Structuring Group Interaction

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Structuring Small Group Work

• Composing the Group - Heterogeneous groups work. Caution should be used so that average-ability students don’t get lost as high-and low-ability students form student-teacher like relationships.

• Team-Building Skills - Help students become better listeners. Give students practice contributing to a team product. Discuss the value of team leaders.

• Structuring Group Interaction – Assigning students to specific roles within the group gives all members a sense of importance.

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Social Constructivist Programs

Fostering a Community of

Learners

Social Constructivist Programs

Schools for Thought

A Collaborative

School

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Fostering a Community of Learners (Browne, 1997: Campione, 2001)

Focus: Literacy Development and Biology

Program Emphasis 1. Uses adults as role models2. Children teaching children3. Online computer consultation

This approach fosters a culture of learning, caring, sharing, and the production of work that is

shared with others.

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Schools for Thought (Lamon and others, 1996)

Focus: Problem-based and project-based activities get students to think about REAL-WORLD PROBLEMS.

Program Emphasis:1. In-depth inquiry in domains such as science,

math, and social studies 2. Encourage collaboration among students3. Teachers keep learning structured around key

principles in selected domains

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

A Collaborative School(Lamon and others, 1996)

Focus: Learning to work effectively in groups by focusing in-depth on big ideas, concepts, and projects.

Program Emphasis

1. Capturing the moment and building ideas that emerge in classroom discussion

2. Recognition that children have their own learning agendas that can increase motivation

3. Use various resources as students show mutual support for each others’ interests and expertise

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Crack the CaseThe Constructivist Classroom

1. What are the issues in this case?

2. Did Sue do anything incorrectly? If so, what?

3. What should she do now to recover her constructivist classroom?

4. How can she elicit the cooperation of the parents?

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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Reflection & ObservationReflection:• Think about your educational

experiences with group work. What worked well? What did not work well? Why or why not?

Observation:• What strategies does this teacher

use to facilitate group work?• What do teachers need to consider

when designing group work in order for groups to function smoothly and promote student learning?

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