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.