The Constructivist The Constructivist Approach to teaching Approach to teaching

and learningand learning

Cat AllenCat Allen

Instructional Technologies in Instructional Technologies in EducationEducation

What is Constructivism?What is Constructivism?

• A view of learning based on the belief that A view of learning based on the belief that knowledge isn't a thing that can simply be knowledge isn't a thing that can simply be given by the teacher at the front of the room given by the teacher at the front of the room to students in their desks.to students in their desks.

• Students learn by fitting new information Students learn by fitting new information together with what they already knowtogether with what they already know

• Learners are the builders and creators of Learners are the builders and creators of meaning and knowledgemeaning and knowledge

• Knowledge is constructed by learners through Knowledge is constructed by learners through an active, mental process of developmentan active, mental process of development

Our many thanks go out to…Our many thanks go out to…Jean Piaget, 1896-1980Jean Piaget, 1896-1980

• Piaget believed learning occurs by an Piaget believed learning occurs by an active construction of meaning, active construction of meaning, rather than by receiving it passively.rather than by receiving it passively.

• He states," when we, as learners, He states," when we, as learners, encounter an experience or situation encounter an experience or situation that conflicts with our current way of that conflicts with our current way of thinking, a state of imbalance is thinking, a state of imbalance is created”created”

• We must alter our thinking to restore We must alter our thinking to restore equilibrium or balanceequilibrium or balance

• To do this, we must associate it To do this, we must associate it with what we already knowwith what we already know

• The developing child must build The developing child must build cognitive structures through the cognitive structures through the use of …..use of …..

• Mental mapsMental maps• Concept mapsConcept maps

Concept maps help us begin Concept maps help us begin with information we are with information we are

familiar with and branch out familiar with and branch out to build new ideas.to build new ideas.

To further Piaget’s thinking....To further Piaget’s thinking....

• We must alter our thinking to We must alter our thinking to restore balance or equilibrium restore balance or equilibrium

• To do this, we must associate it with To do this, we must associate it with what we already knowwhat we already know

Piaget’s 4 Stages of Piaget’s 4 Stages of Development are…Development are…

• Sensorimotor stage: (birth-2) Sensorimotor stage: (birth-2) • Preoperational: (2-7) Preoperational: (2-7) • Concrete Operations: (7-11) Concrete Operations: (7-11) • Formal Operations: (11-15)Formal Operations: (11-15)• During all development stages, the child During all development stages, the child

experiences his/her environment using whatever experiences his/her environment using whatever mental maps he or she has constructed so far. If mental maps he or she has constructed so far. If the experience is a repeated one it fits easily. the experience is a repeated one it fits easily. For example:For example:

• http://www.coe.uga.edu/epltt/Piaget.htm• Please visit this site for two examples relating to Please visit this site for two examples relating to

Piaget’s stages of development (scroll down!)Piaget’s stages of development (scroll down!)

Lets move on, shall we? Lets move on, shall we? Can any one tell me one Can any one tell me one

reason why constructivism reason why constructivism is important?is important?

• Fosters critical thinkingFosters critical thinking• Creates active and motivated learnersCreates active and motivated learners• Students are able to learn through Students are able to learn through

constructing their own constructing their own understandingsunderstandings

• This approach frees teachers to make This approach frees teachers to make decisions which enhance and enrich decisions which enhance and enrich student’s development.student’s development.

How does the constructivist How does the constructivist teacher make this style teacher make this style

work?work?• He/she is flexibleHe/she is flexible• She/he creatively incorporates ongoing She/he creatively incorporates ongoing

experiences with real-life situationsexperiences with real-life situations• Students work in small groupsStudents work in small groups• Students work individuallyStudents work individually• Interactive activities become main focus Interactive activities become main focus

(if materials can be related to an (if materials can be related to an interest of the child, they are more apt interest of the child, they are more apt to remember them)to remember them)

What does student-centered What does student-centered mean?mean?

• The students are the center of The students are the center of attention, not the teacherattention, not the teacher

• Children are placed in groups, they Children are placed in groups, they work together to find meaningwork together to find meaning

• Each student takes on a different Each student takes on a different objective or part of the assignment or objective or part of the assignment or projectproject

• They become “experts” on their They become “experts” on their subjectsubject

• Students teach one another to Students teach one another to become experts on their “piece of become experts on their “piece of the puzzle”the puzzle”

• Together, as a whole, the group Together, as a whole, the group becomes experts from one anotherbecomes experts from one another

• The teacher = facilitator, guide on The teacher = facilitator, guide on the side NOT mentor in the middlethe side NOT mentor in the middle

What about the What about the constructivist classroom?constructivist classroom?

"Students should be presented with real life problems "Students should be presented with real life problems and then helped to discover information required to and then helped to discover information required to

solve them" John Deweysolve them" John Dewey • As we now know, the environment is a As we now know, the environment is a

student-centered onestudent-centered one• Students are empowered by a teacher who Students are empowered by a teacher who

operates as a “guide on the side” vs. a operates as a “guide on the side” vs. a “mentor in the center” or “sage on the “mentor in the center” or “sage on the stage”stage”

• Classrooms are structured so that learners Classrooms are structured so that learners are immersed in experiences with in which are immersed in experiences with in which they may engage in meaningful………they may engage in meaningful………

• InquiryInquiry• ActionAction• ImaginationImagination• InventionInvention• InteractionInteraction• HypothesizingHypothesizing• Personal reflectionPersonal reflection

Important roles of the Important roles of the TeacherTeacher

• WatchingWatching• ListeningListening• Asking questions to learn about studentsAsking questions to learn about students• Having the ability to observe and listen Having the ability to observe and listen

to one’s students and their experiences to one’s students and their experiences in the classroom contributes to his other in the classroom contributes to his other ability to use a constructivist approachability to use a constructivist approach

• A constructivist approach contributes to A constructivist approach contributes to one’s ability to observe and listen in the one’s ability to observe and listen in the classroom. classroom.

In conclusion…In conclusion…

• I believe in teaching through I believe in teaching through constructivism because…constructivism because…

1.1. Allows for students to become Allows for students to become engaged with one anotherengaged with one another

2.2. Cuts out the “talking head”Cuts out the “talking head”3.3. Children learn through own Children learn through own

experiences based on their livesexperiences based on their lives4.4. Remember information down the Remember information down the

road of life instead of memorizationroad of life instead of memorization

ResourcesResources• Piaget, J. (1977). The development of thought: Equilibration of cognitive Piaget, J. (1977). The development of thought: Equilibration of cognitive

structures. (A. Rosin, Trans). New York: The Viking Press.structures. (A. Rosin, Trans). New York: The Viking Press.• Rosenblatt, L. (1978). The reader, the text, the poem: The transactional Rosenblatt, L. (1978). The reader, the text, the poem: The transactional

theory of the literary work. Carbondale, !!: Southern Illinois University theory of the literary work. Carbondale, !!: Southern Illinois University Press.Press.

• Smith, K. (1993) Becoming the “guide” on the side. Educational Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51 (2), 35-37.Leadership, 51 (2), 35-37.

• Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for teaching and learning in America’s schools. Portsmouth, standards for teaching and learning in America’s schools. Portsmouth, NH: Heinemann.NH: Heinemann.

• Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press.constructivist approach for teaching. New York: Teachers College Press.

• McNeil, L. (1986). Contradictions of control: school structure and school McNeil, L. (1986). Contradictions of control: school structure and school knowledge. New York: Routledge.knowledge. New York: Routledge.

• Mezirow, J. and Associates. (1990). How critical reflection triggers Mezirow, J. and Associates. (1990). How critical reflection triggers transformative learning. In J. Mezirow and Associates (1990), Fostering transformative learning. In J. Mezirow and Associates (1990), Fostering critical reflection in adulthood: A guide to transformative and critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishersemancipatory learning. San Francisco: Jossey-Bass Publishers