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Constructivist Learning Theory
-A student centered learning theory, where learner's thoughts, experiences, and beliefs influence the learning process. Teacher's role is as a guide to help students have authentic, real experiences. Focus is on cognition, metacognition, and learning how to learn. This theory closely aligns with what most recent research states as being the most effective way to learn/teach.
-Combination of essentialism and progressivism. There are some core basics that must be mastered(essentialism), but there are ways to explore and make those basics authentic. Once those basics are learned, it allows for greater exploration and connections to further content through real-world experiences(progressivism.)
-Constructivisim focuses on teaching by trying to transmit knowledge through real world lived experiences.
-Social relationships play a large role in how we make connections in constructivisim.
-Knowledge is not passively perceived, but the result of constructing meaning out of new information.
-Not a theory about teaching, but a theory about learning and knowledge
-Meaningful learning occurs when the learner uses cognitive abilities to reconstruct earlier, incomplete understandings
-Assimilating new information into one's own world-view, learners adapt and alter old concepts.
-Provide opportunities to help learners discover deeper meanings and understandings of an idea
-Learning is an active process
-Learning is adaptive
-Learning is situated in the context is occurs in
-Knowledge is constructed by the learner, not innately absorbed
-All knowledge is personal
-Knowledge is socially constructed
-Learning is a process of making sense of the world
-Past experiences and understanding play a role in acquiring new knowledge
-Effective learning requires meaningful, open-ended problems to challenge the learner

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Brain Based Learning Research
- The brain is designed to detect patterns. We are drawn to new stimuli, and then through analysis of the new experiences, can build new connections and meanings. Thus understanding new patterns.
-We all have experiences, and are not a "blank slate", ever evolving with new experiences.
-Enriching, life like experiences are used to create new meaningful connections.
-Experiences help us to "own" instead of "rent" information.
-Standardized curriculum works against BBLR.
-Plasticity of brain remains throughout life, "use it or lose it"
-BBLR is defined as two neurons communication with one another, leading to the storage of new information in memory. The more the neurons are stimulated, the higher the function. More dendrites are formed to help facilitate transfer of information among neurons.
-Glial cells are caretakers of neurons, the greater connections we make, the greater number of glial cells our neurons accumulate to provide energy and pathways.
-True knowledge comes with long-term and concept memory construction
-True knowledge("owning") comes with long-term and concept memory construction.
- The stronger the "memory"(new stimuli) the greater chance it is meaningful and stored in long-term memory.
- All learning is physiological
-The brain is social
-The search for meaning is innate
-The search for meaning occurs through patterning
-Emotions are critical to patterning
-The brain processes parts and wholes at the same time
- Learning requires both focused attention and peripheral perception
-Learning invokes conscious and unconscious processes
-Two approaches to memory, archiving facts/skills or making sense of experiences
-Learning is developmental
-Complex learning is enhanced by challenge and inhibited by threat associated with helplessness
-Everyone has a differently organized brain

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How New Stimuli Is Processed In The Brain

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How New Stimuli Is Processed In The Brain

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-John Dewey- early 20th century, criticized science teachers for simply requiring students to memorize facts, and not to inquire further. He was one of the main contributers to constructivism. Believed students need to be more involved and have a voice in their own learning
-Joseph Schwab- 1950s, criticized science for being taught as empirical, literal, and as irrevocable truths, he pushed for the use of labs for further exploration.
-F. James Rutherford- 1950s, critical of how sciences were taught as well, advocated for more real world exploratory experiences for students.
-Piaget- 1930s, believed teachers should create an environment to foster self exploration and discovery, students should be actively inquiring about new information, disequilibrium occurs naturally in children and prompts new thoughts, collaboration with peers is an important part of the learning process. Taking in new stimuli in a paradigm shift to create understanding, "felt meaning"
-Fosnot- 1980s, described an empowered learner as autonomous, inquisitive thinker, investigative. An empowered teacher is reflective, finds joy in learning and in investigating the teaching/learning process, seeks to enrich development of learner.
-Jerome Bruner-contended that language and prior experience help construct new meaning more than any desire to acquire equilibrium
-William James
-Vygotsky
-Ernst von Glassfield

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-Role playing
-Reciprocal teaching
-Use real-life problems
-Present students with questions
-Field trips
-Experiments, look at what is "supposed" to be the outcome after, not before
-Use real-life objects to teach, like money to teach math

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-Consider- use prior knowledge and past experiences
-Construct- new authentic experiences
-Confirm- make meaning of the new knowledge
-CCC Cycle is used to give ALL students chance to learn, not just students who are able to make those connections easily
-"Owning" knowledge instead of "renting" knowledge
-It is our job to make learning as easy as possible for our students