constructivism approach in teaching and learning.pp_.ppt

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1. The Constructivist Approach The Constructivist Approach
to teaching and learningto teaching and learning
Cat AllenCat Allen
Instructional Technologies in Instructional Technologies in
EducationEducation

2. What is Constructivism?What is Constructivism?
•A view of learning based on the belief that knowledge A view of learning based on the belief that knowledge
isn't a thing that can simply be given by the teacher at isn't a thing that can simply be given by the teacher at
the front of the room to students in their desks.the front of the room to students in their desks.
•Students learn by fitting new information together with Students learn by fitting new information together with
what they already knowwhat they already know
•Learners are the builders and creators of meaning and Learners are the builders and creators of meaning and
knowledgeknowledge
•Knowledge is constructed by learners through an Knowledge is constructed by learners through an
active, mental process of developmentactive, mental process of development

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

4. •Piaget believed learning occurs by an active Piaget believed learning occurs by an active
construction of meaning, rather than by construction of meaning, rather than by
receiving it passively.receiving it passively.
•He states," when we, as learners, encounter an He states," when we, as learners, encounter an
experience or situation that conflicts with our experience or situation that conflicts with our
current way of thinking, a state of imbalance is current way of 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

5. •To do this, we must associate it with what we To do this, we must associate it with what we
already knowalready know
•The developing child must build cognitive The developing child must build cognitive
structures through the use of …..structures through the use of …..
•Mental mapsMental maps
•Concept mapsConcept maps

6. Concept maps help us begin with Concept maps help us begin with
information we are familiar with and information we are familiar with and
branch out to build new ideas.branch out to build new ideas.

7. To further Piaget’s thinking....To further Piaget’s thinking....
•We must alter our thinking to restore balance or We must alter our thinking to restore balance or
equilibrium equilibrium
•To do this, we must associate it with what we To do this, we must associate it with what we
already knowalready know

8. Piaget’s 4 Stages of Development Piaget’s 4 Stages of Development
are…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 experiences his/her During all development stages, the child experiences his/her
environment using whatever mental maps he or she has environment using whatever mental maps he or she has
constructed so far. If the experience is a repeated one it fits constructed so far. If the experience is a repeated one it fits
easily. For example:easily. For example:
•http://www.coe.uga.edu/epltt/Piaget.htm
•Please visit this site for two examples relating to Piaget’s stages Please visit this site for two examples relating to Piaget’s stages
of development (scroll down!)of development (scroll down!)

9. Lets move on, shall we? Can any one Lets move on, shall we? Can any one
tell me one reason why tell me one reason why
constructivism is important?constructivism is important?
•Fosters critical thinkingFosters critical thinking
•Creates active and motivated learnersCreates active and motivated learners
•Students are able to learn through constructing Students are able to learn through constructing
their own understandingstheir own understandings
•This approach frees teachers to make decisions This approach frees teachers to make decisions
which enhance and enrich student’s which enhance and enrich student’s
development.development.

10. How does the constructivist teacher How does the constructivist teacher
make this style work?make this style 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 (if Interactive activities become main focus (if
materials can be related to an interest of the materials can be related to an interest of the
child, they are more apt to remember them)child, they are more apt to remember them)

11. What does student-centered mean?What does student-centered mean?
•The students are the center of attention, not the The students are the center of attention, not the
teacherteacher
•Children are placed in groups, they work Children are placed in groups, they work
together to find meaningtogether to find meaning
•Each student takes on a different objective or Each student takes on a different objective or
part of the assignment or projectpart of the assignment or project
•They become “experts” on their subjectThey become “experts” on their subject

12. •Students teach one another to become experts Students teach one another to become experts
on their “piece of the puzzle”on their “piece of the puzzle”
•Together, as a whole, the group becomes experts Together, as a whole, the group becomes experts
from one anotherfrom one another
•The teacher = facilitator, guide on the side NOT The teacher = facilitator, guide on the side NOT
mentor in the middlementor in the middle

13. What about the constructivist What about the constructivist
classroom?classroom?
"Students should be presented with real life problems and then helped to "Students should be presented with real life problems and then helped to
discover information required to solve them" John Deweydiscover information required to solve them" John Dewey
•As we now know, the environment is a student-As we now know, the environment is a student-
centered onecentered one
•Students are empowered by a teacher who operates as a Students are empowered by a teacher who operates as a
“guide on the side” vs. a “mentor in the center” or “guide on the side” vs. a “mentor in the center” or
“sage on the stage”“sage on the stage”
•Classrooms are structured so that learners are immersed Classrooms are structured so that learners are immersed
in experiences with in which they may engage in in experiences with in which they may engage in
meaningful………meaningful………

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

15. Important roles of the TeacherImportant roles of the Teacher
•WatchingWatching
•ListeningListening
•Asking questions to learn about studentsAsking questions to learn about students
•Having the ability to observe and listen to one’s Having the ability to observe and listen to one’s
students and their experiences in the classroom students and their experiences in the classroom
contributes to his other ability to use a contributes to his other ability to use a
constructivist approachconstructivist approach
•A constructivist approach contributes to one’s A constructivist approach contributes to one’s
ability to observe and listen in the classroom. ability to observe and listen in the classroom.

16. In conclusion…In conclusion…
•I believe in teaching through constructivism I believe in teaching through constructivism
because…because…
1.1.Allows for students to become engaged with Allows for students to become engaged with
one anotherone another
2.2.Cuts out the “talking head”Cuts out the “talking head”
3.3.Children learn through own experiences based Children learn through own experiences based
on their liveson their lives
4.4.Remember information down the road of life Remember information down the road of life
instead of memorizationinstead of memorization

17. ResourcesResources
•Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Piaget, J. (1977). The development of thought: Equilibration of cognitive structures.
(A. Rosin, Trans). New York: The Viking Press.(A. Rosin, Trans). New York: The Viking Press.
•Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the
literary work. Carbondale, !!: Southern Illinois University Press.literary work. Carbondale, !!: Southern Illinois University Press.
•Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51 (2), Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51 (2),
35-37.35-37.
•Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for
teaching and learning in America’s schools. Portsmouth, NH: Heinemann.teaching and learning in America’s schools. Portsmouth, NH: Heinemann.
•Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist
approach for teaching. New York: Teachers College Press.approach for teaching. New York: Teachers College Press.
•McNeil, L. (1986). Contradictions of control: school structure and school knowledge. McNeil, L. (1986). Contradictions of control: school structure and school knowledge.
New York: Routledge.New York: Routledge.
•Mezirow, J. and Associates. (1990). How critical reflection triggers transformative Mezirow, J. and Associates. (1990). How critical reflection triggers transformative
learning. In J. Mezirow and Associates (1990), Fostering critical reflection in learning. In J. Mezirow and Associates (1990), Fostering critical reflection in
adulthood: A guide to transformative and emancipatory learning. San Francisco: adulthood: A guide to transformative and emancipatory learning. San Francisco:
Jossey-Bass PublishersJossey-Bass Publishers