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The power of believing that you can improve

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Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

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Developing approaches to learning (ATL) | SharingPYP Blog

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Another perspective of the constructivism appr

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Another perspective of the constructivism appr

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As the whole-school EdTech coach, I was particularly interested in the section about "ICT" (though I anticipate the name will change after the review). A constructivist classroom embraces 21 st century learning which refuses to deny the world around us (the technology era) and focuses on the computational thinking skills and the 4 Cs (Creativity, Collaboration, Communication and Critical Thinking). We don't prepare our students for the world of tomorrow but the world of today. The future is now. We have the responsibility and our students have the rights, to educate/be educated to be a collaborator, problem-solver, tinkerer, creative communicator, critical thinker, citizen of the world (offline and online), upstanders and change-makers, caring human beings and open-minded individuals who are active listeners and who do not judge without deep thinking.

For this, as adults, we are responsible to provide a safe and secure environment where the students feel comfortable, supported and valued. We need to create the conditions for inquiry by designing the space in a way that is flexible, engaging and which offer different learning modalities and grouping strategies for differentiation and personalization for learning (including gifted and talented, passion projects).

Learning in the PYP goes beyond the 4 walls of the classroom. It is organic and develop intrinsic motivation and learner's empowerment.

The very fact that the teachers collaborate to design the learning experiences with their colleagues but also with the learners show the importance of agency in the learners (the "we" versus they and us).

The constructivist classroom involves understand the purpose of what we are learning and reflecting on the processes used to get knowledge. It engages everyone to think at an increasingly deeper level that is generative rather than superficial. There is no recipe for success in the constructivist classroom but the approach promotes inquiring and challenging ourselves to take risks and fail forward!

Also, the content is flexible and can stretch to meet the needs and wants of the learners. While the teachers plan a lot of processes, there is always elements of surprises and improvisation that allows learners voice and choice. Another important aspect is the fact that a constructivist approach is authentic rather than imagined or staged, therefore allowing learners to take ownership and make connection to real life problems or issues.

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As the whole-school EdTech coach, I was particularly interested in the section about "ICT" (though I anticipate the name will change after the review). A constructivist classroom embraces 21st century learning which refuses to deny the world around us (the technology era) and focuses on the computational thinking skills and the 4 Cs (Creativity, Collaboration, Communication...

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A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".

As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. The instructor and student should engage in an active dialog (i.e., socratic learning). The task of the instructor is to translate information to be learned into a format appropriate to the learner's current state of understanding. Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.

Bruner (1966) states that a theory of instruction should address four major aspects: (1) predisposition towards learning, (2) the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner, (3) the most effective sequences in which to present material, and (4) the nature and pacing of rewards and punishments. Good methods for structuring knowledge should result in simplifying, generating new propositions, and increasing the manipulation of information.

In his more recent work, Bruner (1986, 1990, 1996) has expanded his theoretical framework to encompass the social and cultural aspects of learning as well as the practice of law.

Application

Bruner's constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget ). The ideas outlined in Bruner (1960) originated from a conference focused on science and math learning. Bruner illustrated his theory in the context of mathematics and social science programs for young children (see Bruner, 1973). The original development of the framework for reasoning processes is described in Bruner, Goodnow & Austin (1951). Bruner (1983) focuses on language learning in young children.

Note that Constructivism is a very broad conceptual framework in philosophy and science and Bruner's theory represents one particular perspective.

Example

This example is taken from Bruner (1973):

"The concept of prime numbers appears to be more readily grasped when the child, through construction, discovers that certain handfuls of beans cannot be laid out in completed rows and columns. Such quantities have either to be laid out in a single file or in an incomplete row-column design in which there is always one extra or one too few to fill the pattern. These patterns, the child learns, happen to be called prime. It is easy for the child to go from this step to the recognition that a multiple table , so called, is a record sheet of quantities in completed mutiple rows and columns. Here is factoring, multiplication and primes in a construction that can be visualized."

Principles

1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).

2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).

3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

References

Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.

Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.

Bruner, J. (1983). Child's Talk: Learning to Use Language. New York: Norton.

Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.

Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.

Bruner, J. (1996). The Culture of Education, Cambridge, MA: Harvard University Press.

Bruner, J., Goodnow, J., & Austin, A. (1956). A Study of Thinking. New York: Wiley.

Related Websites

More about Bruner can be found at:
http://www.infed.org/thinkers/bruner.htm

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A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.

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Blog related to a constructivist approach

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Constructivist learning is the process of connecting students' background knowledge and conceptions with new experiences and understandings. Through this connection, students construct meaning in both the subject matter and their lives. We believe that students do not come to school as empty vessels waiting to be filled with information. Every day they are shaped by their environment. Ideas are formed and knowledge is gained. In turn, this influences their thoughts and actions. By learning in a constructivist manner, students realize that school is not just about getting good grades in order to find a job in the future. Constructivism is an opportunity for students to see learning as a natural part of their life.

Constructivist learning allows students to either justify or change their previous understandings about the world around them and their self-identity (IBO, 2009a, p.7).

Traditionally, a school has been a place where learning occurs when students are given direct instruction by a teacher. They learn the information given to them and are later tested in some manner to measure their ability. The information is at the same level for all students and work is often expected to be completed in an identical structure and pace. This approach works for some students, but much of the content is passively learnt and doesn't necessarily consider the ability and interest of all involved. At any age, students are at different stages of development. Therefore, all teaching instruction should have the intention making each student feel as though they are at the centre of their own learning.
What makes constructivist learning effective?
Every day, when we take in something new, we judge and appraise. We try to work out how this new information or situation will relate and fit with our current values. We then make adjustments to accept this change. This approach has been found lacking in traditional education. Instead, students are expected to learn and accept information without question. This goes against our natural curiosity of finding out more about something. At school, we want each student to be conscious of their natural thought process and to use it when learning complex information. Anybody can be given information, memorize it and then demonstrate recall. However, the information becomes merely a source of knowledge that may have little use for students.

The process of learning is more important than any test result. Being able to show the correct answer should be the consequence of evaluating and understanding. The thinking skills they will be aware of and develop will equip them with the ability to become "lifelong learners" (IBO, 2009a, p.12). In the Primary Years Programme (PYP) this ability is defined as 'international mindedness'. These are embodied in the International Baccalaureate's learner profile and can be explored further at: https://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-profile-en.pdf

We believe that the skills gained from constructivist learning are essential tools that students will need to become citizens in a diverse and ever-changing world.
How do you make a connection between students and the learning and teaching programme?
In the PYP, teaching and learning is flexible. Units of work are established with a central idea and lines of inquiry to help guide students in their learning processes. Establishing background knowledge is important as it allows adjustments to be made to ensure all teaching and learning caters to students' needs. In many cases a pre-test will be administered so that teachers can uncover students' understandings and questions. Engaging experiences can then be constructed to cater for each student.

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Constructivist learning is the process of connecting students' background knowledge and conceptions with new experiences and understandings. Through this connection, students construct meaning in both the subject matter and their lives. We believe that students do not come to school as empty vessels waiting to be filled with information.