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Social constructivism
What is constructivism?
 A theory of learning suggesting that learners can
create own knowledge of the topics they study
rather than receiving knowledge as transmitted to
them by other source.
 Constructivism adds to our learning.
Constructivism
Social Constructivism
 Most of us had the experience of talking to another
person about an idea, with neither understanding it
completely.
 But as discussion continues, understanding for both
increases.
 Social constructivism has become the view most
influential in guiding the thinking of educational
leaders and teachers ( J. Martin, 2006 )
Different dimensions of
Social Constructivism
1.Sociocultural learning
theory
 It is a form of social constructivism that emphasizes the social
dimensions of learning, but places greater emphasis on the
large cultural contexts which learning occurs.
 Eg: shrugging shoulders. In our cultural it communicates
uncertainty, but in some Ethiopian cultures, it is an integral part
of a courtship dance between young men and women.
 Culture also influences the language patterns that student
brings to school ( Cazden, 2002 ; Health, 1989)
 Eg: In some homes, children are not viewed as legitimate
partners on conversation while others, they are expected to
speak openly with adults.
 Hence when children comes to our classroom, they bring in
different views of acceptable behavior patterns.
2.The classroom as a
community of learners
 A learning environment in which the teacher and all
the student work together to help everyone achieve.
 Our rules and procedures and the way we interact
with students can make classroom inviting and
cooperative or competitive or even frightening.
2.The classroom as a
community of learners
 Some characteristics of a learning community:
 All students participate in learning activities.
 Teacher and student work together to help one another
to learn. ( promoting learning is not the teacher’s
responsibility alone)
 Student- Student interaction is an important part of
learning process.
 Teachers and students respect differences in interests,
thinking, and progress. All the students listened patiently
as their group mates offered solutions.
3. Cognitive
apprenticeship
 The process of having less-skilled learner work at the side
of an expert to develop cognitive skills.
 It focus on developing mental abilities such as reading
comprehension, writing or problem solving.
 It usually include the following components:
1. Modeling 2. Scaffolding 3.Verbalisation
4. Increasing complexity 5. Exploration
 Research indicates that cognitive apprenticeship are
more effective than one way transmission of information
by teachers.
Situation cognition
 A theoretical position in social constructivism
suggesting that learning depends on, and cannot be
separated from , the context in which it occurs.
 It’s the ability to transfer understanding in one
context and apply it to another.

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Social constructivism

  • 2. What is constructivism?  A theory of learning suggesting that learners can create own knowledge of the topics they study rather than receiving knowledge as transmitted to them by other source.  Constructivism adds to our learning.
  • 4. Social Constructivism  Most of us had the experience of talking to another person about an idea, with neither understanding it completely.  But as discussion continues, understanding for both increases.  Social constructivism has become the view most influential in guiding the thinking of educational leaders and teachers ( J. Martin, 2006 )
  • 6. 1.Sociocultural learning theory  It is a form of social constructivism that emphasizes the social dimensions of learning, but places greater emphasis on the large cultural contexts which learning occurs.  Eg: shrugging shoulders. In our cultural it communicates uncertainty, but in some Ethiopian cultures, it is an integral part of a courtship dance between young men and women.  Culture also influences the language patterns that student brings to school ( Cazden, 2002 ; Health, 1989)  Eg: In some homes, children are not viewed as legitimate partners on conversation while others, they are expected to speak openly with adults.  Hence when children comes to our classroom, they bring in different views of acceptable behavior patterns.
  • 7. 2.The classroom as a community of learners  A learning environment in which the teacher and all the student work together to help everyone achieve.  Our rules and procedures and the way we interact with students can make classroom inviting and cooperative or competitive or even frightening.
  • 8. 2.The classroom as a community of learners  Some characteristics of a learning community:  All students participate in learning activities.  Teacher and student work together to help one another to learn. ( promoting learning is not the teacher’s responsibility alone)  Student- Student interaction is an important part of learning process.  Teachers and students respect differences in interests, thinking, and progress. All the students listened patiently as their group mates offered solutions.
  • 9. 3. Cognitive apprenticeship  The process of having less-skilled learner work at the side of an expert to develop cognitive skills.  It focus on developing mental abilities such as reading comprehension, writing or problem solving.  It usually include the following components: 1. Modeling 2. Scaffolding 3.Verbalisation 4. Increasing complexity 5. Exploration  Research indicates that cognitive apprenticeship are more effective than one way transmission of information by teachers.
  • 10. Situation cognition  A theoretical position in social constructivism suggesting that learning depends on, and cannot be separated from , the context in which it occurs.  It’s the ability to transfer understanding in one context and apply it to another.