Analyzing Critical And Creative

Processes In Learning.
Berl Berl Borja Mangilaya
Era Mae Paula Ame
Emely Reblora
The Principles Of Constructivism
Constructivism is the approach to learning that advocates that individuals construct and form
their own knowledge through their experiences.

1. Knowledge is constructed, rather than innate, or passively absorbed.

- Knowledge is a construction of the human psyche; that learners build new knowledge upon the
foundation of previous learning.
2. Learning is an active process.
- Learning cannot be done passively, learners need to be active and focus on their materials.
3. All knowledge is socially constructed
- Learning is a social activity that can be done with more people.
4. All knowledge is personal
- Each learner learns and experiences new information unique to their own.
5. Learning exists in the mind.
- Learning is mostly done through the psychological mind space of an individual, and in turn, affects
the individuals perception of the real world.
 The Three Types Of Constructivism
Constructivism is divided into three categories: Cognitive constructivism, Social
Constructivism, and Radical Constructivism.

- Cognitive constructivism based on the work of Jean Piaget

- This states that knowledge is actively constructed by learners based on existing
cognitive structures that relates to their cognitive development.
- Social constructivism based on the work of Lev Vygotsky
- This states that learning is collaborative and knowledge is developed through
social interactions of individuals.
- Radical constructivism based on the work of Ernst von Glasersfeld
- This states that all knowledge is constructed rather than perceived through
senses. In layman’s terms, Radical Constructivism is the idea that all learning
must be constructed.
Constructivist In A Learning Environment
Constructivist learning theory aligns with a variety of student-centered teaching methods and
techniques.

- The Role Of A Teacher: The Four Key Areas For A

Constructivist Classroom:
- The primary role of a teacher within this environment is to
create a collaborative problem-solving environment where - Shared knowledge between
students become active participants in their own learning. teachers and students.
- Shared authority between
The Features Of A Constructivist Classroom: teachers and students.
- Knowledge will be shared between teachers and students. - Teachers act as a guide or
facilitator.
- Teachers and students will share authority.
- Learning groups consist of small
- The teacher's role is one of a facilitator or guide.
numbers of students.
- Learning groups will consist of small numbers of
heterogeneous students.
 What Is In A Constructivist Classroom?

Traditional Classroom Constructivist Classroom

Strict adherence to a fixed curriculum is highly valued. Pursuit of student questions and interests is valued.

Learning is based on repetition. Learning is interactive, building on what the student

already knows.

Teacher-centered. Student-centered

Teachers disseminate information to students; students Teachers have a dialogue with students, helping
are recipients of knowledge (passive learning). students construct their own knowledge (active
learning).

Teacher's role is directive, rooted in authority Teacher's role is interactive, rooted in negotiation.

Students work primarily alone (competitive). Students work primarily in groups (cooperative).
 Teachings Goals Twelve Descriptors Of Constructivist
Of Constructivist Classrooms Teaching Behaviors
● To provide experience with the knowledge construction 1. Encourage and accept student autonomy and initiative.
process (students determine how they will learn). 2. Use raw data and primary sources, along with
● To provide experience in and appreciation for multiple manipulative, interactive, and physical materials.
perspectives (evaluation of alternative solutions). 3. When framing tasks, use cognitive terminology such as
● To embed learning in realistic contexts (authentic tasks). “classify,” analyze,” “predict,” and “create.”
● To encourage ownership and a voice in the learning 4. Allow student responses to drive lessons, shift
process (student centered learning). instructional strategies, and alter content.
● To embed learning in social experience (collaboration). 5. Inquire about students’ understandings of the concepts
● To encourage the use of multiple modes of representation, before sharing [your] own understandings of those
(video, audio text, etc.) concepts.
● To encourage awareness of the knowledge construction 6. Encourage students to engage in dialogue, both with the
process (reflection, metacognition). teacher and with one another.
7. Encourage student inquiry by asking thoughtful, open-
ended questions and encouraging students to ask
questions of each other.
8. Seek elaboration of students’ initial responses.
9. Engage students in experiences that might engender
contradictions to their initial hypotheses and then
encourage discussion.
10. Allow wait time after posing questions.
11. Provide time for students to construct relationships and
create metaphors.
12. Nurture students’ natural curiosity through frequent use of
the learning cycle model.
Learning
The process of applying knowledge or skill previously learned in one situation to a new
or different situation.

Transfer Of Learning

- The Transfer Of Learning Has Two Types:

- Lateral transfer
- Is when the individual is able to perform a new task that requires previously learned skills.
- Vertical transfer
- Is when an individual learns more complex or advanced skills

Learning Outcomes

- Consist of the particular knowledge, skill or behavior that a student is expected to exhibit after a period of study.
- Provides information on what particular knowledge (cognitive), skill or behavior (psychomotor and affective),
students gained after instruction is completed.
Cognitive Learning
 Cognitive learning is a style of learning that focuses on more effective use of
Cognitive Learning the brain.

- Cognitive Learning Includes: - Cognitive Learning - Learning Outcome

- Fact Is Something Inherently True. - Concept Learning is the search for and
- Concept Is The Main/General Idea. listing of attributes that can be used to
- Generalization Is Simplifying Or The Similarization Of Concepts. distinguish examples.
- Thinking Is The Reasoning - Thinking, which can be of these types:
- Cognitive Learning Involves Of Cognitive Development: - Problem Solving
- Knowledge is the skills and expertise gained through experience or - - process involved in the solution
education of a problem
- Comprehension is the intellectual ability and the ability to grasp meaning.
- Metacognitive Thinking
- Application is the the action of use of purpose
- Refers to the idea of knowing
- Analysis is the resolution of anything complex into simple element.
about knowing.
- Synthesis is the result of combination, combining of various
- And Is the capacity to monitor
components, ideas, influence, or objects into a new whole
and regulate one's own thinking
- Evaluation is the assessment of value
or mental capacity.
Cognitive Learning Cont.

The Principles Involved In Achieving Cognitive Learning and Their Classroom Implications

a. Content: Teach tacit heuristic knowledge as well as textbook knowledge.

b. Situated Learning: Teach knowledge and skills that reflect the way the knowledge will be useful in real life

c. Modeling and Explaining: Show how a process unfolds and tell reasons why it happens that way.

d. Coaching and Feedback: Pay personalized attention to performance, coupled with appropriate hints, helps,
and encouraging feedback.

e. Articulation and Reflection: Make students think about and give reasons to their actions/own performance.

f. Exploration: Encourage students to try out different strategies and observe the effects.

g. Sequence: Proceed in an order from simple to complex, with increasing diversity.

Affective Learning
 Affective learning is concerned with how learners feel while they are
Affective Learning learning.

- - Levels of Affective Domain

Affective Learning Includes:
- Receiving i
- Belief is an accepting of something or someone as - Behavioral Terms: asking, chooses, identifies,
true or reliable without asking for proof. locates, points to, sits erect
- Responding
- Attitude is a particular feeling or way of thinking about - Terms: answers, assists, complete, discusses,
something. helps performs, presents
- Valuing
- Values is an important and enduring beliefs or ideals
- Terms: differentiates, explains, initiates,
shared by the members of a culture about what is justifies, shares
good or desirable and what is not. - Organization
- Terms: arranges, combines, integrates,
- Affective Learning also addresses interests, attitudes, modifies, organizes, compares
options, appreciations, values, and emotional sets and - Characterization by a Value Complex
- Terms: acts, discriminates, displays,
values, the learning of which should lead to internalization influences, serves, solves, questions
Affective Learning Cont.

Principles Involved in Achieving the Development of Attitudes and Values and Their
Classroom Implications

● Every interaction with children provides an opportunity to teach values.

● Children learn about our values through daily interaction with us.
● Children learn through our examples.
● Children learn values through the way we do things as a family.
● Children learn values and beliefs through their exposure to the larger world.
● Children learn values through our explanations of the world.
Psychomotor Learning
 Psychomotor learning is the relationship between cognitive functions and
Psychomotor Learning physical movement.

- Includes the difference among: - Principles Involved in Achieving

- Capacity is the innate facility or power to produce perform or deploy. Psychomotor Learning and Their Classroom
- Ability is the competence in an activity or occupation because of Implications
one’s' skill, training or other qualification, is learned - The psychomotor domain is best
- Skill is the earned capacity to carry out predetermined results often
assessed in a face to face situation.
with the minimum outlay of time, energy, or both
- Learning material compliments the
- Levels of Psychomotor Learning
- Perception learners’ age.
- Set - Psychomotor learning is facilitated by
- Guided Response providing activities or situations that
- Mechanism engage learners to perform.
- Complex Covered Response - Use teaching methods that actively
- Adaptation involve students and present
- Origination challenges.
 Psychomotor Learning Cont.

Sternberg’s Successful Intelligence Theory And Wics Model

- The triarchic theory of intelligence proposes that there are three distinct types of intelligence: practical, distinct, and analytical.
- The theory is comprised of three subtheories, each of which relates to a specific kind of intelligence.
- Contextual sub-theory:
- States that intelligence is intertwined with the individual’s environment
- Experiential sub-theory:
- States that there is a continuum of experience from novel to automation to which intelligence can be applied. It’s at
the extremes of this continuum that intelligence is best demonstrated.
- Componential sub-theory:
- States that various mechanisms that result in intelligence. According to Sternberg, this subtheory is comprised of
three kinds of mental processes or components:
- Meta-components enable us to monitor, control, and evaluate our mental processing
- Performance components are what enable us to take action on the plans and decisions
- Knowledge-acquisition components enable us to learn new information that will help us carry out our plans.

Kinds of Intelligence:
Practical intelligence - Creative intelligence - Analytical intelligence
 Psychomotor Learning Cont.

Problem Solving And Creativity

- Creativity is the ability to look for good ideas that can be put into action. Adaptive creativity
involves improving an existing system, whereas innovative creativity involves creating
something new.
- Creative thinking requires a broad background of information, including facts and observations.
- Creative workers tend to be bright rather than brilliant.
- The key to creative intelligence is insight
- Creativity takes place when three components come together: expertise, creative thinking skills,
and the right type of motivation.
- Creative thinking refers to being flexible and imaginative.
Thank You