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   Konstrúktívismi
      http://www.hi.is/~joner/eaps/wh_consh.htm       99.11.08     (Jón Erlendsson)
Skilgreining
"Constructivism

Definition
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in.

Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Discussion
There are several guiding principles of constructivism:

1.Learning is a search for meaning.
   Therefore, learning must start with the issues around which students are
    actively trying to construct meaning.

2.Meaning requires understanding wholes as well as parts. And parts must be
   understood in the context of wholes. Therefore, the learning process
   focuses on primary concepts, not isolated facts.

3.In order to teach well, we must understand the mental models that students
   use to perceive the world and the assumptions they make to support
   those models.

4.The purpose of learning is for an individual to construct his or her
   own  meaning, not just memorize the "right" answers and regurgitate
   someone else's meaning. Since education is inherently interdisciplinary,
   the only(?) valuable way to measure learning is to make the
   assessment part of the learning process, ensuring it provides students
    with information on the quality of their learning.

How Constructivism Impacts Learning
Curriculum--Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students' prior knowledge.
Also, it emphasizes hands-on problem solving.

Instruction--Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among
students.

Assessment--Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress. "

 

Ref:  http://www.funderstanding.com/learning_theory_how1.html

More:  http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm
           Misc: http://curriculum.calstatela.edu/faculty/psparks/theorists/501misc.htm

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" Twelve strategies
suggest ways for teachers to become constructivists. The twelve strategies in chapter 9 are as follows:

(1) Constructivist teachers encourage and accept student autonomy and initiative.
(2) Constructivist teachers use raw data and primary sources, along with manipulative, interactive, and physical materials.
(3) When framing tasks, constructivist teachers use cognitive terminology such as "classify," "analyze," "predict," and "create."
(4) Constructivist teachers allow student responses to drive lessons, shift instructional strategies, and alter content.
(5) Constructivist teachers inquire about students' understanding of concepts before sharing their own understandings of those concepts.
(6) Constructivist teachers encourage students to engage in dialogue, both with the teacher and with one another.
(7) Constructivist teachers encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other.
(8) Constructivist teachers seek elaboration of students' initial responses.
(9) Constructivist teachers engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion.
(10) Constructivist teachers allow wait time after posing questions.
(11) Constructivist teachers provide time for students to construct relationships and create metaphors.
(12) Constructivist teachers nurture students' natural curiosity through frequent use of the learning cycle model. (The learning cycle model consists of
discovery, concept introduction, and concept application.)

The incorporation of all these strategies to create a constructivist teacher seems undaunting. Yet, Brooks and Brooks provide examples that are clear and
concise in using these strategies in the classroom. Teachers will need to develop skills to become constructivist teachers.

Again, the authors give the answer to what teachers will need to make them constructivist teachers. In the last chapter, they discuss what actions and changes
need to occur for creating constructivist teachers. Six suggestions in chapter 10 are as follows:

(1) Structure preservice and inservice teacher education around constructivist principles and practices.
(2) Jettison most standardize testing and make assessment meaningful for students.
(3) Focus resources more on teachers' professional development than on textbooks and workbooks.
(4) Eliminate letter and number grades.
(5) Form school-based study groups focused on human developmental principles.
(6) Require annual seminars on teaching and learning for administrators and school board members. "

Reference:  http://129.7.160.115/INST5931/Constructivist.html