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    CONSTRUCTIVISM

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    Nur Naiemah Mohd Ibrahim
    Constructivism is a theory of learning that suggests individuals actively construct knowledge through experiences. Key founders include Piaget who observed how children learn differently than adults, Bruner who emphasized active engagement in learning, and Vygotsky who highlighted the role of social development. Constructivism posits that learning occurs when students are actively involved by exploring real-world problems, asking questions, and reflecting on new information. Teachers take on the role of facilitator by providing experiences and guiding students' learning process.

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    CONSTRUCTIVISM

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    Nur Naiemah Mohd Ibrahim
    594 views32 pages
    Constructivism is a theory of learning that suggests individuals actively construct knowledge through experiences. Key founders include Piaget who observed how children learn differently than adults, Bruner who emphasized active engagement in learning, and Vygotsky who highlighted the role of social development. Constructivism posits that learning occurs when students are actively involved by exploring real-world problems, asking questions, and reflecting on new information. Teachers take on the role of facilitator by providing experiences and guiding students' learning process.

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    Constructivism is a theory of learning that suggests individuals actively construct knowledge through experiences. Key founders include Piaget who observed how children learn differently than adults, Bruner who emphasized active engagement in learning, and Vygotsky who highlighted the role of social development. Constructivism posits that learning occurs when students are actively involved by exploring real-world problems, asking questions, and reflecting on new information. Teachers take on the role of facilitator by providing experiences and guiding students' learning process.

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    Download as pptx, pdf, or txt
    594 views32 pages

    CONSTRUCTIVISM

    Uploaded by

    Nur Naiemah Mohd Ibrahim
    Constructivism is a theory of learning that suggests individuals actively construct knowledge through experiences. Key founders include Piaget who observed how children learn differently than adults, Bruner who emphasized active engagement in learning, and Vygotsky who highlighted the role of social development. Constructivism posits that learning occurs when students are actively involved by exploring real-world problems, asking questions, and reflecting on new information. Teachers take on the role of facilitator by providing experiences and guiding students' learning process.

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    of 32

    CONSTRUCTIVISM

    Wan Nur Azlina binti Wan Hazirudin


    Nur Farah Hana binti Abd Rahman
    Nur Naiemah binti Mohd Ibrahim
    3PPISMP MT/PI/PM
    JUN 2010
    Key Founders
    • Jean Piaget- Developed cognitive learning theory after
    observing children. Children learn differently from adults.
    • Jerome Bruner- Constructivists are active learners,
    engaged in the learning process. Teachers should engage in
    their students learning.
    • Lev Vygotsky- Learning is influenced significantly by social
    development. A child’s social environment can positively or
    negatively affect learning.
    • John Dewey- Learning should engage and expand the
    experiences of learners. Teachers need to create concrete
    and practical activities, relative to students’ lives.
    • According to Brader-Araje & Jones (2002),
    constructivism can be defined as “the idea that
    development of understanding requires the learner to
    actively engage in meaning-making.”

    • “While constructivism takes on different theoretical


    meanings with different theorists and contexts, the
    over arching concept hinges itself upon the nature of
    knowing and the active role of the learner” (Brader-
    Araje & Jones, 2002).
    DEFINITION OF CONSTRUCTIVISM
    Constructivism is a theory
    based on the idea that the
    learner is actively engaged in
    their learning process and the
    teacher is a guide in their self
    directed learning journey.

    Constructivism is a theory
    based on the idea of active
    learning to gain meaning in
    real life context settings.
    constructivism
    Learning is student directed.
    Cooperative learning and socialization are important
    aspects in the constructivists classroom.
    Students learn using critical thinking by building on
    prior knowledge.
    Students are actively engaged in their learning.
    Learning descriptive vs. prescriptive
    Learning activities linked to real world.
    CONSTRUCTIVIST FLOW CHART
    Why Constructivism?
    • The 21st-century classroom is filled with a dynamic assortment
    of learners. Students are coming from all different types of
    socioeconomic backgrounds, culturally diversified
    experiences, and learning styles and preferences unique to
    each individual. These dynamics create a challenge for
    teachers as they attempt to accommodate the needs of all
    learners within the various academic settings.
    • "Constructivism is not a theory about teaching…it is a theory
    about knowledge and learning… the theory defines
    knowledge as temporary, developmental, socially and
    culturally mediated, and thus, non-objective” (Brooks &
    Brooks, 1993, p. vii).
    Constructivist Themes
    • Students learn by doing.
    • Active participation creates
    understanding.
    • Learning
    – Form
    – Construct
    – Learn
    – Comprehend
    • MAPPING CONSTRUCTISM
    Teacher Role
    • Facilitator
    • Pose problems that are relatable
    • Structure leaning in on abstract approach
    • Adopt curriculum based on needs
    • Assess learning
    Student Role
    • Active participate in their own learning
    • Draw conclusions
    • Test ideas
    • Formulate ideas
    • Reconstructing ideas
    • Able to build theory
    • Students also learn by observation and hands on experiments
    • Reflect, Observe, Experiment
    • Real life experience
    • Building knowledge
    Benefits of Constructivism
    • A Holistic Approach-
    – Traditional classrooms typically begin their curricular units
    by exploring individual lessons that are a part of a big idea.
    Constructivist classrooms, however, emphasize the big
    ideas, beginning with the whole and expanding to include
    the parts.
    – “The adoption of a more holistic approach to education for
    sustainability is also likely to demand that consideration be
    given to the environment in which students engage in the
    learning process” (Herrmann, 2007, p. 75). Establishing an
    environment that promotes a holistic approach sets the
    stage for further constructivist teaching methods to
    unfold.
    Benefits of Constructivism (cont.)
    • Student Interests are Considered-
    – Constructivist teaching methods also provide
    opportunities for students to question the material
    being presented and explore various topics as their
    interests are piqued. There is not the strict adherence
    to a fixed curriculum where student interests are shut
    down or pushed aside. The difference results in the
    student as an engaged learner vs. one who is simply
    being compliant with the material being presented.
    Benefits of Constructivism (cont.)
    • Students as Active and Engaged Learners-
    – Willingham (2009) notes that, “If the teacher does not
    direct a lesson to provide constraints on the mental paths
    that students will explore, the environment itself can do so
    effectively in a discovery learning context” (p. 63).
    – Rather than teachers disseminating the information to
    students, constructivist teaching methods allow students
    to construct their own knowledge and fulfill their
    individual learning needs and interests.
    Benefits of Constructivism (cont.)
    • A Different Approach to Obtaining Knowledge-
    – Educators can help aid students in these discovery-based
    learning opportunities by providing them with
    manipulatives and primary resources to enhance and
    guide them in their learning.
    – Rather than simply absorbing the information from a text,
    students are able to interact, analyze, interpret and
    evaluate their ideas and curiosity through the use of
    primary sources and manipulatives. When learners are
    engaged in their resources, educators can step back from
    their directive role. Instead, they become the facilitator
    and are encouraged to assist students in an interactive and
    guiding manner.
    Benefits of Constructivism (cont.)
    • Assessment Along the Way-
    – “Young learners and their caregivers need feedback in
    order to help improve students’ learning and behavior.
    Observations and feedback intended to alter and improve
    students’ learning are called formative assessments. To
    provide such feedback, teachers must constantly assess
    student learning and behavior” (Airasian, 2008, p. 6).
    – The constructivist classroom is as equally concerned with
    the process of learning as it is the product of learning.
    Such practices assist students and allows for intervention
    or enrichment to enhance learning as it is happening.
    Benefits of Constructivism (cont.)
    • Encouraging Cooperative Learning-
    – Rather than students working in isolation,
    constructivist classrooms promote students
    working together to enhance their learning
    experiences.
    Benefits of Constructivism (cont.)
    • Marzano, Pickering & Pollock (2001) outline five defining
    elements of cooperative learning:
    – Positive interdependence (a sense of sink or swim
    together).
    – Face-to-face promotive interaction (helping each other
    learn, applauding successes and efforts).
    – Individual and group accountability (each of us has to
    contribute to the group achieving its goals).
    – Interpersonal and small group skills (communication, trust,
    leadership, decision making, and conflict resolution).
    – Group processing (reflecting on how well the team is
    functioning and how to function even better) (p. 85-86).
    The Limitations of
    Constructivism
    Too much of a good thing?

    • While it is true constructivism can have a positive impact in


    the classroom, its complexity makes it quite difficult for
    anyone to put the pieces together, to make a coherent idea of
    what constructivism is and then turn it into practical,
    successful teaching practices within the classroom.
    – “Because there are so many versions of constructivism,
    with important overlaps but also with major differences, it
    is difficult to see the forest for the trees” (Gordon, 2009, p.
    40).
    Where are these ideas coming from?
    • Many of the constructivist underlining principles are based
    off of ideas from psychological, sociological and philosophical
    perspectives. According to Gordon, (2009), “Theories
    developed in psychology, sociology, cultural studies or
    elsewhere cannot be unproblematically transplanted into the
    field of education” (p. 41).
    – So, if this is true, how exactly are we supposed to
    implement constructivism into the educational setting with
    the utmost confidence?
    Students will pay the price.
    • Whether there is a coherent and unfragmented idea of
    constructivist educational practices or not, these ideas of
    knowledge and learning are still being implemented in
    classroom settings across the nation. In the wrong hands, this
    type of teaching can be very disorganized and detrimental for
    students.
    – Constructivist teaching practices that could result in these
    shortcomings include:
    • Discovery-based learning
    • Cooperative learning
    • Group discussions
    • Projects
    • Child-initiated activities
    Teachers are ill prepared for
    constructivist teaching.
    • Constructivist teaching methods require teachers to be
    experts in child development. They must also be experts at
    observing children, and they need to be able to understand
    their students’ responses and make changes to the
    environment when students are not making connections
    between concepts (Gordon 2009).
    Teachers are ill prepared for
    constructivist teaching (cont.)
    • Along with observation, teachers are to diagnose individual
    needs and interests. Thus, they need to be organized and
    excellent at observing their students and taking data in order
    to keep track of student learning. Without each of these
    elements in place, within a constructivism framework, this
    method of teaching has the potential be fragmented and
    inconsistent.
    Students often lack direction.
    • Students are expected to work through problems with little or
    no guidance from the teacher. Instead of being “taught” new
    rules and ideas, the learner is allowed to discover these
    concepts (Mayer 2004). This type of teaching method, once
    again, has the potential for students to draw unclear or
    untrue conclusions if the “facilitator” is not available or willing
    to give direction or feedback. This is a serious limitation of
    constructivist teaching methods if an educator isn’t willing to
    guide his/her students in the right direction.
    Students often lack direction (cont.).
    • According to Epstein (2007), “The divisions (between child
    initiated and adult guided activities) are imprecise. But it is
    still useful for teachers to consider when and how to support
    children’s own discovery and construction of knowledge, and
    when and how to convey content in teacher-guided activities
    and instruction” (2). Children not only learn in natural and
    social settings, they also must learn some content through
    direct instruction.
    Students often lack direction (cont.).
    • Educators who implement constructivist teaching methods in
    their classroom set up the environment in order to enhance
    student learning through active learning where students are
    able to learn in a social way. This method, however, can be
    problematic for certain students with disabilities who are
    included in the classroom setting.
    – Research has shown that direct instruction in teaching and
    improving socially significant behaviors is the key for
    certain populations that we teach (Batshaw 2007).
    Where do we go from here?
    • Until there is more of a coherent idea of what constructivism
    is and how it translates into a classroom setting, educators are
    left to piece the theories together in order to put the theories
    into practice.
    – In order to come up with a coherent plan within an
    educational setting there needs to be not only a
    descriptive educational theory but it also needs to be
    “prescriptive” (Gordon 2009).
    – A prescriptive educational theory would provide concrete
    guidance and recommendations for a teacher choosing to
    implement constructivist teaching methods.
    Reference List
    • Batshaw, M.L., Pellegrino, L., & Roizen, N.J. (2007). Children with disabilities
    (6th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

    • Epstein, Ann S. (2007). The intentional teacher: Choosing the best strategies for
    young children’s learning. Washington, DC: The National Association for
    the Education of Young Children.

    • Gordon, M., (2009). Toward a pragmatic discourse of constructivism:


    Reflections on lessons from practice. Educational Studies, 45, 39-58.

    • Mayer, R.E., (2004). Should there be a three-strikes rule against pure discovery
    learning. The case for guided methods of instruction. American
    Psychologist, 59, 14-19.
    • Brader-Araje L. & Jones, M. G., (2002). The impact of constructivism on
    education: Language, discourse, and meaning. American Communication Journal ,
    5(3). Retrieved from http://www.acjournal.org/holdings/vol5/iss3/special/jones.htm

    • Brooks, J., & Brooks, M. (1993). The case for the constructivist classrooms. Alexandria,
    VA: ASCD.

    • Herrmann, M. (2007). The practice of sustainable education through a participatory and


    holistic teaching approach. Retrieved from
    http://www.ccponline.org/docs/artikel/01/04_Praxis_Herrmann_final.pdf

    • Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works:
    Research-based strategies for increasing student achievement. Alexandria, VA: ASCD

    • Willingham, D. (2009). Why students don’t like school: A cognitive scientist answers
    questions about how the mind works and what it means for the classroom. San
    Francisco: Jossey Bass.

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