Constructivism

History
Who developed Constructivism?

-The concept of Constructivism can be traced all the way back to Socrates. His way of
teaching required his students to question what they thought they knew and highlight
their weakness in their thinking.

Jean Piaget

Developed four cognitive stages that showed

how children construct new knowledge as they
moved through different schemas by building
on what they already knew.
 Jerome Bruner
States that teachers should practice the Socratic
method by starting discussions in class to build upon
questions and answers for the students to think
critically.

Lev Vygotsky
Created social cognition learning which asserts that culture is the
prime determinant of a child’s social development.

John Dewey
Believed in “ Educating the whole child, physically,
mentally, and socially, and not just on the
dispensation of facts and information”
What is constructivism?

Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world
we live in” (Brooks & Brooks)
It is “based on a type of learning in which the learner forms, or constructs,
much of what she learns or comprehends” (Cashman et al 390)

What does it mean?

Constructivism is the idea that learning doesn’t just
happen by the traditional methods of teachers standing in
front of the class and lecturing.
Constructivism in Teaching
Constructivism teaching is based on the belief that learning
occurs as learners are actively involved in a process of
meaning and knowledge construction. Learners are the
makers of meaning and knowledge. Constructivism
teaching fosters critical thinking and creates motivated and
independent learners.

Role of Teacher
In the constructivist classroom the teacher role is to prompt and
facilitate discussion. The teachers’ main focus should be on
guiding students by asking questions, it will lead them to develop
their own conclusions on the subject.
Benefits of Constructivism

• Children learn more and enjoy learning

• Promote divergent thinking
• Education works best when it concentrates on thinking and Understanding
rather than on rote memorization.
• Boost the confidence of learners
• Constructivism concentrates on how to think and Understand
• Promote collaborative learning
• Constructivism gives students ownership of what they learn, Since learning is
based on students.
• Engaging the creative instincts develops student’s abilities to Express
knowledge through a variety of ways.
• Constructivism promotes social and communication skills by creating a
classroom environment that emphasizes.
Brighter Side of Constructivism

Constructivism concentrates learning how to think and understand.

Constructivist teacher develop skills and abilities to empower
students and to make them feel competent and significant.
Constructivist teaching also requires intelligence, creativity,
patience, responsiveness and the ability to live.
Some of the tenets of constructivist in pedagogical team are:
Students come to the class with an established world view, for
students to change their world view requires work. Students learn
from each other as well as from the teacher. Students learn better
by doing, allowing and creating opportunities for all to promote
new ideas.
Examples
• Outdoor Camping
• Experimentations Not only will students learn to work together
Students individually perform an experiment and then come when experiencing an outdoor adventure, but
together as a class to discuss the results. they will also be provided with opportunities
• Research Projects to learn important life skills, like a sense of
Students research a topic and can present their findings to the responsibility, and a sense of accomplishment
class. at the end of their adventure. It helps to build
• Field Trips their self-esteem and self-confidence.
This allows students to put the concepts and ideas discussed in enhanced personal and social communication
class in a real-world context. Field trips would often be followed skills.
by class discussions. increased physical health.
• Films enhanced mental and spiritual health.
These provide visual context and thus bring another sense into enhanced spiritual, sensory, and aesthetic
the learning experience awareness.
• Campus wiki the ability to assert personal control and
These provide learners with a platform for curating helpful increased sensitivity to one's own well-being.
learning resources
 Comparisons

❑ The constructivist Classroom

❑ The Traditional Classroom
-Begin with the whole – expanding to parts
-Begins with parts of the whole
-Pursuit of student questions / interests
-Emphasizes basic skills
-Primary Sources / manipulative materials
-Strict adherence to fixed curriculum
-Learning is interaction – building on what
-Textbooks and workbooks
students already know
-Instructor gives/students receive
-Instructor interacts / negotiates with students
-Instructor assumes directive,
-Assessment via student works, observations,
authoritative role
points of view, tests.
-Assessment via testing / correct
-Process is as important as product
answers
-Knowledge is dynamic / change with
-Knowledge is inert
experiences
-Students work individually
-Students work in groups Source
Characteristics

1. The learners are actively One of the primary goals of using

involved (class discussions) constructivist teaching is that students learn
2. The environment is how to learn by giving them the training to
democratic take initiative for their own learning
3. The activities are experiences.
interactive and student-
centered
Audrey Gray
4. The teacher facilitates a
University of Saskatchewan, 'The Road to
process of learning in which
Knowledge is Always Under Construction': A
students are encouraged to
Life History Journey to Constructivist
be responsible and
Teaching".
autonomous
 Disadvantages
1. Lack of structure. Some students require highly structured environments in order to be able to excel.

2. Discard standardized curriculum in favor or a more personalized course of study based on what the
student already knows. This could lead some students to fall behind of others.

3. Removes grading in the traditional way and instead places more value on students evaluating their own
progress, which may lead to students falling behind but without standardized grading and evaluations
teachers may not know that the student is struggling.

4. It can actually lead students to be confused and frustrated because they may not have the ability to
form relationships and abstracts between the knowledge they already have and the knowledge they are
learning for themselves.