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Theoretical principles - Coggle Diagram
Theoretical principles
constructivism
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Key Principles:
Active learning: Learners construct their own understanding through hands-on activities and engagement rather than passively receiving knowledge (Piaget, 1970).
Building on prior knowledge: New information is connected to what learners already know and have experienced (Piaget, 1970).
Social interaction: Knowledge is co-constructed through dialogue, collaboration, and peer learning (Vygotsky, 1978).
Multiple perspectives: Exposure to different viewpoints helps learners develop deeper and more flexible understandings (Vygotsky, 1978).
Scaffolding and guidance: Teachers provide temporary support to learners and gradually withdraw it as competence develops (Vygotsky, 1978).
Resources:
Visual aids such as charts, mind maps, and diagrams that link new concepts to prior knowledge (Fosnot, 1996).
Technology and digital resources (e.g., interactive simulations, educational apps) that allow learners to experiment, test ideas, and view multiple perspectives (Fosnot, 1996).
Reflective journals or learning logs that guide learners to think critically about their own learning processes (Fosnot, 1996).
Scaffolding
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Key Principles:
-Building on prior knowledge – teachers connect new learning to what learners already know (Vygotsky, 1978)
-Temporary support – scaffolds are removed gradually once learners develop independence (Vygotsky, 1978)
-Zone of Proximal Development (ZPD) – learning tasks should be slightly beyond what learners can do alone but achievable with guidance (Vygotsky, 1978)
-Active participation – learners are encouraged to engage actively in the learning process through dialogue, questioning, and practice (Vygotsky, 1978)
-Modeling and demonstration – teachers model skills or strategies before learners attempt them (Vygotsky, 1978)
Resources:
-Visual aids: charts, diagrams, mind maps, and graphic organizers that help learners organize and connect ideas (Van de Pol, Volman and Beishuizen, 2010)
-Sentence starters and word banks: Support language development by helping learners structure responses (Van de Pol, Volman and Beishuizen, 2010)
-Digital tools: Interactive apps, videos, or simulations that allow step-by-step exploration (Van de Pol, Volman and Beishuizen, 2010)
-Anchor charts and posters: Provide reference points for strategies, rules, or key concepts (Van de Pol, Volman and Beishuizen, 2010)
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