Constructivist Learning: Applying a Student-Centered Approach in Your

Classroom by Edmentum blog

When it comes to engaging students, the right instructional strategy can make a big
difference. There are numerous strategies to choose from—each with its own pros and cons— but
let’s take a look at one that aims to help students build new knowledge upon the foundations of
previous learning, constructing their own learning experiences.

Constructivist learning—it’s a buzzword that most educators have heard at least once or twice.
But do you actually know what’s behind the excitement surrounding this approach? Start by
comparing a traditional approach with a constructivist one in this example of a 2nd grade lesson
on insects:

Traditional lesson on insects - 2nd Grade:

 The teacher provides the students with information on insects, possibly through reading
from a science book, lecturing using images, showing a video about insects, etc.
 The teacher guides students through applying what they have learned and formatively
assesses them by presenting them with a picture and having them identify whether it is an
insect or not an insect. The instructor calls on individual students and uses thumbs-up
and thumbs-down voting to elicit responses. The teacher then corrects any
misconceptions students have.
 The students take a test on insects. Students have to answer some questions about insects,
identify which given images are insects, and then draw a picture of an insect and label
the parts.

Constructivist lesson on insects - 2nd Grade:

 The teacher divides the students into groups and gives each group of students 10 images
and says, "Each group has 10 images. Seven of those images are insects, and three are
not. It's your job to figure out which are insects and which are not. When time is up, you
will have to tell the class your answer and explain your thinking."
 The teacher walks around the room as the groups work and provides assistance through
probing questions like: "Do you see any similarities among some that you don't see in
others?" or "What resources could you use?" when groups are struggling.
 Student groups take turns sharing their findings to the whole class, while the teacher
compiles a list on the board of "attributes of insects and attributes not belonging to
insects" and "problem-solving strategies" that the students describe in their presentations.

 The students discuss the list of insect attributes that the teacher compiled, while the
teacher facilitates the discussion. They make a few updates to the list until they are happy
with the final product (the teacher makes sure that it's correct). The students also discuss
the list of strategies and discuss which ones were the most useful in figuring out the
answer.
  The teacher guides students through applying what they have learned and formatively
assesses them by presenting them with a picture and having them identify whether it is an
insect or not. The teacher calls on individual students and uses thumbs-up and thumbs-
down voting to elicit responses. The teacher guides students through correcting
misconceptions by asking them pointed questions like: “What insect attributes do you
see?” and “Does it have any attributes not belonging to insects?
 For the assessment, students have to create a new insect, and label all of its insect
attributes. The insect must show all of the insect attributes.

While reading the two lessons above, you likely compared them to each other and used
your own prior knowledge to come up with an idea of what a constructivist lesson is. So,
congratulations are in order—you just participated in constructivist learning. Constructivism
asserts that learning is an active, constructive process. The learner constructs knowledge rather
than acquiring it. In the classroom, this means encouraging students to use active techniques,
such as experiments and problem-solving, to create or construct knowledge and then to reflect on
the process, rather than the traditional approach of absorbing knowledge from the instructor. The
three big ideas of constructivism as a paradigm for teaching and learning are that:

 Students are actively constructing knowledge, rather than it being given to them.
 Students are actively reflecting on how they are learning
 The teacher's role is that of a facilitator and a guide—providing students with the tools
that they need to construct the learning, and guiding them through pointed questions so
that they can figure out things and correct their own misconceptions

Even if you didn't realize it until now, you likely are already using some constructivist
learning techniques in your classroom, like science experiments, research reports, problem-
solving, or groupwork. However, in a traditional classroom, educators often teach the facts first
and then have students do some type of project in order to apply what they learned. In a
constructivist classroom, the order of the lesson is switched. Instead of students starting with the
parts and building to the whole (for instance, learning individual facts about insects first in order
to build an understanding of their key attributes), students begin with the whole and are asked to
break it down to individual components (i.e., looking at images of insects to determine their key
attributes). A constructivist approach asks students to start with the culminating activity and learn
the facts in the process.

Ready to give constructivism a try in your classroom? Here are three tips to get you started.

1. Begin at the end.

When planning a constructivist lesson, start by asking yourself, “How do I want my
students to be able to apply this knowledge?” Think about real-world or career-based
applications. Then, develop your lesson from there. For instance, let's say that the next topic for
3rd grade students is multiplication, and by the end of the lesson, they should be able to solve
word problems using multiplication. Instead of starting by teaching your students what
multiplication is, present them with a real-world problem involving multiplication to solve and
guide them through it—asking questions, providing support, and even offering mini lessons when
they get stuck in the process.

A simple example would be to ask students to determine how many pizzas need to be
ordered if a pizza has eight slices and each one of their six family members will eat at least two
slices. By the end, students will not only understand what multiplication is, but they will also
have discovered why they need it.

Note: A common criticism of constructivist teaching and learning is that students don't learn
basic facts. But, once students have constructed an understanding of the concept of
multiplication, they can later be required to memorize the basic facts (like multiplication tables)
that will help them be successful in higher-level math classes.

2. Make sure that students do the work.

When you are preparing a lesson that is more teacher-directed, you spend time
researching. Think about teaching about organic and inorganic systems utilizing car engines and
photosynthesis as examples that illustrate the differences. You could spend hours searching the
Internet for just the right pictures. However, in a constructivist lesson, your planning time is spent
developing a problem for students to solve that incorporates the standards they need to learn.
The lengthy prep work or research is turned on its ear. Your students will be using their
knowledge to inform, explore, and solidify their understanding.

3. Provide time for reflecting on learning.

One of the benefits of a constructivist classroom is that students become aware of how
learning occurs. The result is that they become better learners because they are always refining
their learning process and strategies. This happens through deliberate reflection, asking students
questions about how they arrived at a certain conclusion and requesting that they explain that
process to their peers. Students will pick up strategies from other students and become experts at
learning, instead of just mastering specific content.

CONSTRUCTIVISM by Western Governors University

Constructivism is an important learning theory that educators use to help their students
learn. Constructivism is based on the idea that people actively construct or make their own
knowledge, and that reality is determined by your experiences as a learner. Basically, learners use
their previous knowledge as a foundation and build on it with new things that they learn. So
everyone's individual experiences make their learning unique to them.

Constructivism is crucial to understand as an educator because it influences the way all

of your students learn. Teachers and instructors that understand the constructivist learning theory
understand that their students bring their own unique experiences to the classroom every day.
Their background and previous knowledge impacts how they are able to learn. Educators are able
to use constructivist learning theory to help their students understand their previous knowledge. If
you’re a current or aspiring educator, it’s important to get the education and credentials you need.
But it’s also important to understand learning theories and how they impact you and your
students. This guide will tell you more about the constructivist learning theory and how it helps
you as a teacher.

Principles of Constructivism.

There are many specific elements and principles of constructivism that shape the way the
theory works and applies to students. Learn about the different principles of constructivism and
how they make up the whole theory.

 Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon
other knowledge. Students take pieces and put them together in their own unique way,
building something different than what another student will build. The student’s previous
knowledge, experiences, beliefs, and insights are all important foundations for their
continued learning.
 People learn to learn, as they learn. Learning involves constructing meaning and systems of
meaning. For example, if a student is learning the chronology of dates for a series of
historical events, at the same time they are learning the meaning of chronology. If a student
is writing a paper about history, they are also learning principles of grammar and writing as
well. Each thing we learn gives us a better understanding of other things in the future.
 Learning is an active process. Learning involves sensory input to construct meaning. The
learner needs to do something in order to learn, it’s not a passive activity. Learners need to
engage in the world so they are actively involved in their own learning and development.
You can’t just sit and expect to be told things and learn, you need to engage in discussions,
reading, activities, etc.
 Learning is a social activity. Learning is directly associated to our connection with other
people. Our teachers, our family, or peers, and our acquaintances impact our learning.
Educators are more likely to be successful as they understand that peer involvement is key in
learning. Isolating learnings isn’t the best way to help students learn and grow together.
Progressive education recognizes that social interaction is key to learning and they use
conversation, interaction, and group applications to help students retain their knowledge.
 Learning is contextual. Students don’t learn isolated facts and theories separate from the rest
of our lives—we learn in ways connected to things we already know, what we believe, and
more. The things we learn and the points we tend to remember are connected to the things
going on around us.
 Knowledge is personal. Because constructivism is based on your own experiences and
beliefs, knowledge becomes a personal affair. Each person will have their own prior
knowledge and experiences to bring to the table. So the way and things people learn and
gain from education will all be very different.
 Learning exists in the mind. Hands-on experiences and physical actions are necessary for
learning, but those elements aren’t enough. Engaging the mind is key to successful learning.
Learning needs to involve activities for the minds, not just our hands. Mental experiences
are needed for retaining knowledge.
 Motivation is key to learning. Students are unable to learn if they are unmotivated.
Educators need to have ways to engage and motivate learners to activate their minds and
help them be excited about education. Without motivation, it’s difficult for learners to reach
into their past experience and make connections for new learning.

Types of Constructivism
 There are different types of constructivism that educators can use to find success with
this learning theory.

 Cognitive. Cognitive constructivism focuses on the idea that learning should be related to
the learner’s stage of cognitive development. These methods work to help students in
learning new information by connecting it to things they already know, enabling them to
make modifications in their existing intelligence to accommodate the new information.
Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive
development in children.
 Social. Social constructivism focuses on the collaborative nature of learning. Knowledge
develops from how people interact with each other, their culture, and society at large.
Students rely on others to help create their building blocks, and learning from others helps
them construct their own knowledge and reality. Social constructivism comes from Lev
Vygotsky, and is closely connected to cognitive constructivism with the added element of
societal and peer influence.
 Radical. Radical constructivism is very different from cognitive and social constructivism.
It focuses on the idea that learners and the knowledge they construct tell us nothing real,
only help us function in our environment. The overall idea is that knowledge is invented, not
discovered. The things we bring to the table make it impossible for us to have truth, only
interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974.

Constructivism in Education.

It’s important to understand how teachers can apply constructivism inside their
classroom to create a unique learning environment for students. In constructivist classrooms, the
teacher has a role to create a collaborative environment where students are actively involved in
their own learning. Teachers are more facilitators of learning than actual instructors. Teachers
must work to understand the preexisting conceptions and understanding of students, then work to
incorporate knowledge within those areas. Teachers will also need to adjust their teaching to
match the learner’s level of understanding.

 Constructivist classrooms rely on four key areas to be successful:

 Shared knowledge between teachers and students.
 Shared authority between teachers and students.
 Teachers act as a guide or facilitator.
 Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways.
Constructivist classrooms focus on student questions and interests, they build on what students
already know, they focus on interactive learning and are student-centered, teachers have a
dialogue with students to help them construct their own knowledge, they root in negotiation, and
students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative
and interactive activities, and open dialogues about what students need in order to find success.

Disadvantages of constructivist methods.

 The biggest criticism of constructivist learning is its lack of structure. Some students
need highly structured and organized learning environments to thrive, and constructivist learning
focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on
student progress, which can lead to students falling behind and not meeting standardized grading
requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path.
Additionally, it’s valuable for teachers to understand different learning theories and how they
impact their classroom and their students.

Inquiry-Based Learning by Queen University

What is Inquiry-Based Learning?

Based on John Dewey’s philosophy that education begins with the curiosity of the
learner, inquiry in the classroom places the responsibility for learning on the students and
encourages them to arrive at an understanding of concepts by themselves. Lee et al. (2004)
defined inquiry-based learning as an "array of classroom practices that promote student learning
through guided and, increasingly, independent investigation of complex questions and problems,
often for which there is no single answer” (p. 9). Students are supported in developing their
abilities to: ask good questions, determine what needs to be
learned and what resources are required in order to answer those
questions, and share their learning with others.

Ai et al. (2008) highlight the following four elements central to

inquiry-based learning:
Inquiry learning is an increasing independent endeavour
of growth. Students develop skills around each element of the
inquiry process over time. One course may introduce some aspects
of the inquiry process with a great degree of guidance and
facilitation from instructors. Advanced courses may expand to
include all four elements with students largely directing their own
learning.

Why Teach Inquiry?

Self-direction is a critical skill for success in both post-

secondary education and the workplace. Inquiry-based approaches to learning encourage students
to build valuable and transferable skills, including:

 Realistic goal-setting and goal-tracking

 Time- and priority-management
 Information gathering, filtering, and integration
 Critical thinking
 Communication of ideas and learning
  Self-assessment and reflection

Inquiry-Based Teaching Strategies

Consider which essential features best suit your inquiry-focused course. Teaching
strategies will vary depending on the degree of learner self-direction and direction provided by
you the instructor.

As a case example, our colleagues at McMaster follow a particular approach to designing

and facilitating inquiry-based courses. They suggest that teaching through “inquiry” involves
engaging students in the research process with instructors supporting and coaching students at a
level appropriate to their starting skills. Students learn discipline-specific content while at the
same time engaging and refining their inquiry skills. An inquiry course:

 Is question-driven, rather than topic- or thesis-driven.

 Begins with a general theme to act as a starting point or trigger for learning.
 Emphasizes asking researchable questions on the theme and coaches students in doing
this.
 Builds library, interview, and web search skills, along with the critical thinking skills
necessary for thoughtful review of the information.
 Coaches students on how to best report their learning in oral or written form.
 Provides some mechanism (interviews, drafts, minutes of group meetings, bench mark
activities, etc.) to help students monitor their progress within the course.
 Draws on the expertise and knowledge of the instructor to model effective inquiry and to
promote reflection.

Resources for Designing Inquiry-Based Courses:

Instructional Design Models and Theories: Inquiry-based Learning Model

Explanation of 5 steps, principles of, and 4 types of inquiry-based learning.

Institute for Inquiry

Created in response to widespread interest in inquiry-based science instruction, the
Exploratorium Institute for Inquiry provides workshops, programs, on-line support, and an
intellectual community of practice which affords science reform educators a deep and rich
experience of how inquiry learning looks and feels.
Guide to Curriculum Design: Enquiry-Based Learning
Guide produced by the Imaginative Curriculum Network (University of Manchester) to stimulate
thinking and promote good practice in curriculum design.

A Questioning Toolkit
Different types of questioning tools for students of all ages.