The week of April 9, we discussed how we create a constructivist learning environment for science teaching. Actually, we should emphasize twelve principles which organize physical and social environments. I think that these principles are highly valued and present children an organised world in which they construct their own knowledge. If we provide that kind of social and physical environment to young children, we get healthy children in aspects of all developmental areas. Now, let's look at these principles one by one.
Allow for good traffic flow: This means all children should have freedom to move from one area to another without experiencing any disruption. Moreover, good traffic flow enhances incorporating ideas from one area to another and this situation also helps special children.
Flexible Spaces: That is, environment should be responsive to children's needs of activities and what children are doing. When creating environment, a movable divider is useful in order to separate some areas.
Flexible Furniture: Constructivist learning environment should consist small size, movable furniture. Tables usually allowing to sit four children are best. Also modular units provide more flexibility.
Materials that encourages self direction: It means that accessibility of materials should be increased and free&constant access to the materials should be provided. In addition, low shelving and proper organization makes accessibility easier. That is so important that accessibility encourages children to use materials.
Reciprocity between learning areas: Constructive perspective sees that reciprocity encourages critical problem solving. It should be controlled in some cases in order to prevent harm to some materials like books, tapes etc.
Multiple uses of objects: Such as a cube block can be used for different purposes. On the other hand, a puzzle, only one solution most of the time. Constructive learning environment includes some cheap material can be used for different purposes. For instance; tubes, small sheets, cardboard, containers, play dough etc.
Practical solutions can improve the quality of constructivist experiences: That is, self directed student can be enriched with some practical solutions.
These principles that indicated above describe the features of constructivist physical environment and now I want to talk about the characteristics of social environment.
Expect some noise and movement in a constructivist learning environment: Actually, noise which is created by children to discover objects and relationship among them, because group work and collaboration will also increase student movement in the environment. For this reason, teachers should understand that reasonable noise and should be patient.
Teacher can control the amount of social interaction: Actually the amount of materials or the number of toys and equipment for interaction.
Arrangement of the furniture determines the type of social interaction: In fact, a low narrow, long table in the middle and cushions along it on the both side suggest some social interaction.
Self-direction can be encouraged by the organization of physical and social environment: Teacher's role and student's access to the materials can easily determine student's self direction.
Engaging in social problem- solving: Constructivist teacher establishes reasonable classroom rules, provide guidance rather than discipline, focus on the problems with children and modeling by adult.
All of these principles form the effective constructivist learning environment. I see that constructivist learning environment gives importance to child himself rather than other factors. I mean all rules, principles and activities are shaped according to demands of young children. In my opinion, this situation supports child development efficiently.
Consequently, at that week, I achieved valued knowledge how a constructivist learning environment can be created and I added something new to my future curriculum model.
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