3. Constructivism's central idea is that the human learning is constructed, learners build new knowledge.
4. Role of the teacher: Create a collaborative problem-solving enviroment. A teacher acts as a facilitator of learning.
5. Three types of constructivism: Cognitive constructivism (Jean Piaget); social constructivism (Lev Vygotsky); radical constructivism.
6. Characteristics of constructivist learning environments
7. 1.-Knowledge will be shared between teachers and students.
8. 2.- Teachers and students will share authority.
9. 3.- The teacher's role is one of a facilitator or guide.
10. 4.- Learning in groups will consist of small numbers of heterogeneous students.
11. Goals:
12. 1.- Provide experience with the knowledge construction process.
13. 2.- Provide experience in and appreciation for multiple perspectives.
14. 3.- Embed learning in realistic context.
15. 4.- Encourage ownership and a voice in the learning process.
16. 5.- Embed learning in social experience.
17. 6.- Encourage the use of multiple modes of representation.
18. Social and Humanistic Model
19. Value and respect an individual in their own personality and uniqueness.
20. Head, heart and hands
21. Head: Cognitive knowledge
22. Heart: Emotional and spiritual learning
23. Hands: Practical and physical skill.
24. Learning Zone
25. Comfort zone: Here we don't have to take risks.
26. Learning zone: Make new discoveries about ourselves and the world.
27. Panic zone: An area of experience where little or no learning can take place.
28. Students are passive receptors of knowledge.
29. Goal: Forge the character of the students.
30. Development: Develop innate qualities through discipline.
31. Content: Classical discipline and faculties of the soul.
32. Teacher-student relationship: The teacher is the authority.
33. Methodology: Verbalist and transmissionist. The repetition is very important.
34. Behavioral Model
35. Focuses on observable behaviors and discounts mental activities.
36. Goal: Make the student productive on his own.
37. Development: Acquisition of knowledge, codes and skills.
38. Content: Technical knowledge, codes, skills and competences as observable behaviors.
39. Teacher-student relationship: The teacher is an intermediary between the student and the program. The teacher define the learning.
40. Methodology: setting and controlling instructional objectives. Repetition and frecuency of practice is important.
41. Romantic Model
42. The fundamental task of the teacher is to help the student to develop their abilities, abilities and internal qualities.
43. Goal: The main objective of this pedagogy is the happiness of each individual.
44. Development: the student chooses on his own what he wants to learn based on his natural interests, values and prior knowledge.
45. Content: We can not speak of a content in general since each student decides what he wants to learn, therefore no one has the same interests.
46. Teacher-student relationship: This model came precisely from the fact that it promoted"free love". Students could maintain relationships with anyone they wanted, including teachers.
47. Methodology: Emotional education of children was much more important than intellectual education. the educator's job is not to impose adult points of view on children, but to help them discover their own truths and to explore their interests.
