Lesson 11 - Endogenous Teaching & Learning

Presentation of Theoretical Construct

Reading: Chapter 9

 

Lecture Information:

Endogenous Pedagogy (Radical Constructivism)

1. Location of Knowledge:

   1. The location of the knowledge base for a radical constructivist would be deep inside the learner.  The radical constructivist believes that the uniqueness of each individuals perspective leads to an equally unique experience of life which in turn leads to an equally unique knowledge set.  To a radical constructivist, if a system of interrelated meanings works well for them, then that is all the validation that is needed.

2. Content:

   1. A radical constructivists approach truly validates a learners own unique understanding on a given subject.  The expectation is that each learner's knowledge base will be fundamentally different from all other learner's knowledge base.  For a radical constructivist, all knowledge is as valid, credible, or believable as its usefulness to the learner.  

3. Values:

   1. This approach highly values each individual's approach to learning.  If a learner has to be juggling bowling balls in order to mentally process a challenge then that is what they are encouraged to do.  The emphasis here is on discovery learning, getting personally involved in the problem solving, inventing new or more efficient ways of processing information.  If a learner cannot find a model to pattern their work after, then they are encouraged to simply create a way.  Discovery!  Invention! Creativity!

4. Role of the Teacher:

   1. The role of an endogenous teacher in the classroom is far different that of an exogenous teacher.  An endogenous teacher tries very hard to minimize lecturing the students.  Instead they set up fairly broadly defined learning activities and turn the students loose.  The teacher is much more in the role of facilitator.  The teacher will wait for students to ask questions, and then try to help them accomplish what they want to accomplish.  The teacher is like another expert resource for students.  At times students might need some encouragement to continue their "discovery" so the teacher will act as moral booster as well.

5.  Assessment:

   1. Grading is always rather problematic in this approach.  A true endogenous teacher would prefer narrative evaluations of student work rather than letter grades.  However, since letter grades are far more common in the public schools, they are forced to make professional judgments and assign grades.  By far the most common method of assessment for this approach is individual project work.  Performance of a skill set, such as a musical composition or Golf swing would also be very useful.

6. Metaphor:

   1. The best metaphor to describe this approach would be that of a river that is "a mile deep but an inch wide."  It is the exact opposite of the exogenous approach.  While discovering a scientific principle for themselves leads to a rich, deeply meaningful memory for the student, it is usually a very slow process in coming to fruition as well.  There simply is a finite amount of time that a student is in your class, so while you can't cover as much material, you can get really deep into what you do cover.

7. Student Behavior:

   1. A student who prefers this style of learning would likely be the one who raises her hand and says something like, "When am I ever going to use this in my life?  I mean really???!!"  They get frustrated easily with sitting and just getting talked at.  They might even begin arguments with the teacher just to liven things up and make the experience more real for them.

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