Constructivism

Constructivism
constructivism emphasizes the importance of the active
involvement of learners in constructing knowledge for
themselves. Students are thought to use background knowledge
and concepts to assist them in their acquisition of novel
information. On approaching such new information, the learner
faces a loss of equilibrium with their previous understanding, and
this demands a change in cognitive structure.

- Jean Piagnet
 Constructivism asks why students do not learn deeply
by listening to a teacher, or reading from a textbook. To
design effective teaching environments, it believes one
needs a good understanding of what children already know
when they come into the classroom. The curriculum should
be designed in a way that builds on the pupil's background
knowledge and is allowed to develop with them. Begin with
complex problems and teach basic skills while solving these
problems.
The learning theories
John Dewey
Dewey believed that human beings learn through a 'hands-on'
approach. This places Dewey in the educational philosophy of
pragmatism. Pragmatists believe that reality must be experienced.
From Dewey's educational point of view, this means that students
must interact with their environment in order to adapt and learn.
The learning theories
Maria Montessori
Montessori Method of teaching is generally based on the idea that
children learn best when the environment supports their natural
desire to acquire skills and knowledge.
The learning theories

David A. Kolb
Effective learning is seen when a person progresses through a cycle
of four stages: of () having a concrete experience followed by (2)
observation of and reflection on that experience which leads to (3)
the formation of abstract concepts (analysis) and generalizations
(conclusions) which are then (4) used to test hypothesis in future
situations, resulting in new experiences.
Varieties Of Constructivism
active learning
discovery learning
knowledge building
Constructivism
Why teach
Constructivists sees to develop intrinsically motivated and independent learners
Adequately equipped with learning skill for them to able to construct knowledge meaning of
them.

What to teach
the learners ate taught how to learn. They are taught learning processes and skill such as
searching, critiquing and evaluating information, relating these pieces of information , reflecting
of the same meaning of them, drawing insight posing question, researching and constructing
new knowledge out of these bits of information learned.
How to teach
In the constructivist classroom, the teacher provides
students with data or experiences that allow them to
hypothesize, predict, manipulate objects, pose question,
research investigate, imagine, and invent.
The Constructivist classroom is interactive. It promotes
dialogical exchange of ideas among learners and between
teacher and learners. The teacher’s role is to facilitate this
process
 Linguistic Philosophy
Linguistic philosophy is a unique approach towards understanding
languages and philosophy. It is a methodical and analytical study
of a language to understand it better and includes the analyses of
its structure, meaning, development and evolution through times
and its varied interpretation accordingly. Linguistic philosophy
believes and wants its students to believe that solutions to
philosophical problems can be found by reformation of the
language or a deeper and better comprehension of the language.
 Reforming Language
Ideal language philosophy
Ideal language philosophy is also known as analytic philosophy
or logical positivism. The perspective of both the branches of
study is same which is about linguistic analysis of philosophy and
reaching an eventual solution but the reason which makes them
unique and different from each other is the methodology
applied for the same. They also exhibit a subtle distinction in
their goal or purpose.
Ordinary language philosophy
Ordinary language philosophy does not disturb the
language and respects the evolution it has gone through by
trying to understand it in its current form and dialect. It puts
an effort to clarify the misinterpretations of words and
phrases and work towards deciphering ordinary everyday
language.
Linguistic Philosophy
Why Teach
To develop the communication skills of the leader because
the ability to articulate, to voice out the meaning and values
of things that one obtains from his/her experience of life
and the world is the very essence of man. It is through
his/her ability to express himself/herself clearly. To get
his/her idea across, to make known to others the values
that he/she has imbibed, the beauty that he/she has
discovered. Teachers teach to develop in the learner the skill
to send messages clearly and receive messages correctly.
 What to Teach
Learners should be taught to communicate clearly
- Concise messages and how to receive and correctly understand
messages sent. Communication takes place on three (3) ways –verbal,
nonverbal, and paraverbal.
Verbal components refers to the content of our message, the choice
and arrangement of our words. This can be oral or written.
Nonverbal components refers to the message we send through our
body language.
Paraverbal components refers to how we sat what we say the tone,
pacing and volume of our voices.
How to Teach
The most effective way to teach language and
communication is the experiential way. Make them
experience sending and receiving messages through verbal,
non-verbal and para-verbal manner. Teacher should make
the classroom a place for the interplay of minds and hearts.
The teacher facilitates dialog among learners and between
him/her and his/her students because in the exchange of
words there is also an exchange of ideas.