Construtivist Theories

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Piaget-Constructivism

Ved victoria scarpelli

La Guerra Fría Y Sus Conflictos Regionales

Ved Luz M.

PLE-Porras Garcia

Ved KATERIN EDITH PORRAS GARCIA

Central topic

Ved Ruchi Saxena

CRITICAL LITERACY

Critical Practices (Luke & Freebody, 1997, p. 214)

Which positions, voices, and interests are at play? Which are silent and absent?

What is the text trying to do to me? In whose interest?

What kind of person, with what interests and values, could both write and read this naively and unproblematically?

Beliefs (Luke & Freebody, 1997, p.193)

Institutionally purpose-built repertoires of "selves" are represented in all texts.

We learn about reading a writing position from those responsible for our learning.

All texts are motivated - there is no neutral position

Reading and writing are social activities.

CONSTRUCTIVIST THEORIES Constructivism: the integration of new knowledge with existing knowledge

WHOLE LANGUAGE THEORY

Practices (Tracey&Morrow, 2017, p. 67-68

Reading and Writing Workshop

Center based activities

Uses authentic pieces of high quality children's literature rather than commercially prepared basal reading series as the primary materials.

Beliefs (Tracey&Morrow, 2017, p. 67)

Listening, speaking, reading, and writing are interconnected.

Reading is a natural process that children acquire when placed in a high quality literacy environment.

TRANSACTIONAL THEORY

TYPES OF RESPONSES

Expressed Interpretion

Expressed response

Evocation

PURPOSES FOR READING/WRITING

Aesthetic

Effererent

Beliefs (Rosenblatt, 2013, p. 927-928)

Every reading act is a transaction involving a particular reader and a particular text

Purpose of reading/writing is communication

Readers use their "linguistic experiential reservoirs" during reading

METACOGNITIVE THEORY

Beliefs (Tracey&Morrow, 2017, p. 69)

Metacognition is the process of thinking about one's own thinking

The goal of metacognitive instruction is to help readers become more aware of their own thinking during the reading process which should lead to increased text comprehension

Practices (Tracey&Morrow, 2017, p. 70)

Teachers use the gradual transfer model of teaching.

EXPLICIT INSTRUCTION of metacognitive strategies

INQUIRY LEARNING THEORY

Practices (Tracey&Morrow, 2017, p. 57)

Promotes: -Collaboration -cooperation -democracy

Students needs to: -formulate hypotheses -collect data -draw conclusions -reflect on the original problem and the thinking processes used

Emphasizes problem based learning

Beliefs (Tracey&Morrow, 2017, p. 57)

Education's purpose is to produce citizens capable of successfully participating in and contributing to a democratic society.

SCHEMA THEORY

Beliefs (Tracey&Morrow, 2017, p. 60)

Three processes

Tuning: an existing schema is modified to incorporate new information

Accretation: learners take in new information but do not need to change existing schema

People organize everything they know into SCHEMATA or knowledge structures

Schemata are pliant and expandable

Restructuring: learners must create a new schema

Practices (Tracey&Morrow, 2017, p. 60)

Activate students' background knowledge

Previewing

Anticipation guides

Vocabulary activities

Webbing

PSYCHOLINGUISTIC THEORY

Beliefs (Tracey&Morrow, 2017, p. 65 - 66)

One can gain insight into the cueing system that readers used by analyzing their miscues.

PREDICTIONS:Students make predictions based on their knowledge of cues

Readers rely on LANGUAGE CUEING SYSTEMS to help them rapidly read text.

LANGUAGE CUE SYSTEMS (Tracey&Morrow, 2017, p. 65)

Graphophonic Cues

Semantic Cues

Syntactic Cues