Social
Constructivism
A presentation by:
The King and
Queens of
Collaboration
What is Social
Constructivism?
A philosophy of learning
founded on the premise
that, by reflecting on our
experiences, we construct
our own understanding.
What does it all mean?
Learning is a search for
meaning. Learning must
start with the issues
around which students
are actively trying to
construct meaning.
We are learning all the
time…
The purpose of learning
is for an individual to
construct his or her own
meaning, not just
memorize the "right"
answers.
How does Constructivism
impact Curriculum?
Promote using curricula
customized to the
students' prior knowledge
and hands-on problem
solving.
How does Constructivism
impact Instruction?
Educators focus on making
connections between facts
and fostering new
understanding in students.
Teaching strategies are
tailored to the students
responses, and open ended
questions
How does Constructivism
impact Assessment?
There would be less focus
on grades and
standardized tests.
Assessment becomes part
of the learning process
and students play a role
in their own progress.
What are the characteristics of
Educational settings that
encourage Construction of
Meaning?
• Free students from fact driven curriculums;
allowing them to focus on larger ideas
• Allows students to follow their interest and reach
individual conclusions
• Allows students to make connections between
ideas
• Allows students to realize that the world can
have multiple perspectives
How does Constructivism
Impact Student
Development?
• Validates each students point of view;
allowing them to have more self confidence
• Encourages flexibility of thinking and
reasoning skills
• Incorporates problem solving; allowing
students to consider multiple perspectives
• Students achieve deep understanding rather
than imitative behavior
How does
Constructivism Impact
Student Social Skills?
• Students learn to communicate their ideas with
others
• Students learn the importance of negotiation
How does Constructivism Help
Students with Skills of
Cooperation?
• All ideas are validated
• Students are encouraged to work cooperatively
in groups
• Establishes an environment of mutual respect
• All students are encouraged to contribute equally
to the classroom
Four Branches of
Emotional Intelligence
1.
2.
3.
4.
Perceiving emotion
Using emotions to facilitate thought
Understanding emotions
Managing emotions
Perceiving Emotion: most basic area and has to do
with nonverbal reception and expression of
emotion
Using Emotion to facilitate thought: the capacity of
the emotions to enter into and guide the cognitive
system and promote thinking.
Understanding Emotions: emotions convey
information. Each emotion conveys its own
pattern of possible messages, and actions
associated with those messages.
Managing Emotions: emotions need to be managed.
It becomes possible to regulate and manage one’s
own and others’ emotions so as to promote one’s
own and others’ personal and social goals.
Emotional Intelligence
and Positive Learning
Environments
• Emotional Intelligence improves social
effectiveness
• High emotional intelligence
–
–
–
–
Higher in verbal, social, and other intelligences
More open and agreeable than others
Drawn to occupations involving social interactions
Less apt to engage in problem behaviors and avoids
self-destructive or negative behaviors
Emotional Intelligence
& Positive Learning
Environments
• Less anti-social behavior
– Bullying
– Dropouts
– Increases positive behavior
• More positive behavior
–
–
–
–
Listening in class
Not cutting class
Enjoying school
Bonding with teachers
Emotional Intelligence
& Positive Learning
Environments
• Peer relationships
• Act as a buffer against stress and helps coping
• Higher test scores
8 Min Video on Social & Emotional Learning
References
• Emotional Intelligence. (n.d.). Home | University of
New Hampshire. Retrieved July 7, 2011, from
http://www.unh.edu/emotional_intelligence/ei%20What
%20is%20EI/ei%20definition.htm
• http://www.youtube.com/watch?v=W34KiYJ6W5k&fe
ature=related
• Zeidner, M., Matthews, G., & Roberts, R. D. (2009).
What we know about emotional intelligence: how it
affects learning, work, relationships, and our mental
health. Cambridge, Mass.: MIT Press.