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Why social construvism is important in middle school classrooms

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Why social construvism is important in middle school classrooms

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Students learn to self advocate/take control of their own learning

Information is best retained by teaching others

Students better develop social skills and collaborative ability at an early age

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The teacher allowing students to come up with their own questions and think for themselves.

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-On the rise in the classroom today.
-Collaborative learning in groups of 4 or 5
-Group investigations
-Group discussions

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-Lack of structure
-Students must be able to think critically, creatively, and solve problems
-Students tend to get confused and frustrated because they are learning on their own

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-A better way of learning
-Allows people to look at the bigger picture of learning
-Student focused
-Learners are active in participating in their learning

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Students are given leading questions/prompts and work in small groups through
Peer instruction
Class debate
Role playing
Case studies
Simulations
Peer guided inquiry lessons

Primary assesment strategies used:
Group presentations/projects
assessing on peer taught material
assessing peer discussions

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We learn through conversations with others; emphasizes collaborative work.
Cognitive functions are both created and explained within social interactions.
Stresses importance of social and cultural context.
Learning is a collaborative process.

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Lynch, Mathew. (2018). Social constructivism in education. The advocate.

Retrieved from

https://www.theedadvocate.org/social-constructivism-in-education/

Social constructivism. (n.d.). Retrieved from https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

The Pros and Cons of Constructivist Learning Theory. (2012, June 06). Retrieved from https://www.brighthubeducation.com/teaching-methods-tips/76645-pros-and-cons-of-constructivist-learning-theory/

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Born on November 7th, 1896 in Orsha Belrus.
Graduated from Moscow State University in 1917: studied Law, Medicine, Philosophy and and History.
Began researching at Psychological Institute of Moscow in 1924.
Taught Literature and Psychology for 7 years.
Within 9 years, he wrote 6 books about Psychology!
Died from tuberculosis at the age of 37 in 1934
seen as both an individual & social constructivist.