Education Psychology

SAMIA NAZIR (S/2019-1605)

Topic: Constructivism

Presented to
Dr. Ummara Sehar
 CONSTRUCTIVISM
 It is a theory
 based on observations and scientific study about
how people learn.
 Thay says learner’s undrstanding and knowledge is
based on their own experiences prior to entering
school.
 When we encounter something new
 we have to reconcile it with our previous ideas and
experience
 Maybe changing what we believe
CONSTRUCTIVISM

■ May be discarding the new information as irrelevant

In any case, we are active creators of our own knowledge.
■ To do this, we must ask questions, explore, and assess
■ what we know.
Main principles
 Knowledge is constructed not transmitted
 Learning is an active process
 All knowledge is socially constructed
 All knowledge is personal
 Learning exists in mind
 Building useful knowledge structures requires
efforts and purposeful activity
WHAT DOES THAT ACTUALLY MEAN???

Constructivism is the idea that

learning doesn’t just happen by the
Traditional methods of teachers
standing in front of the class and
Lecturing
CONFUCIUS DESCRIBED
CONSTRUCTIVISM

CONFUSIUS:
 “ I hear and I Forget ”
 “ I See and I Remember ”
 “ I Do And I Understand”
History
 Early educational philosophies did not place much
value on what would become constructivist ideas;
children's play and exploration was seen as aimless
and of little importance.
 Jean Piaget did not agree with these traditional
views, however. He saw play as an important and
necessary part of the student's cognitive
development and provided scientific evidence for
his views.
 Today, constructivist theories are influential
throughout the formal and informal learning sectors
Influential Constructivist
INFLUENTIAL
CONSTRUCTIVISTS

 John Dewey (1859–1952)

 Maria Montessori(1870–1952)
 Jean Piaget (1896–1980)
 Lev Vygotsky (1896–1934)
 Heinz von Foerster (1911–2002)
 George Kelly (1905–1967)
 Jerome Bruner (1915–)
MOST CONSTRUCTIVIST THEORIES
AGREE ON TWO CENTRAL IDEAS
 Learners are active in Constructing their own
Knowledge
 Social Interaction are Important in this Knowledge
Construction Process
First Wave Constructivism
A focus on the Individual and Psychological
Sources of Knowing

Second Wave Constructivism

A focus on the Social & Cultural
Sources of Knowing
TYPES OF
CONSTRUCTIVISM
Cognitive Constructivism:
1. Focuses on individual’s internal construction
of knowledge.
2. Mainly based on Piaget’s Theory
Deals with the nature of knowledge itself and
how humans gradually come to acquire,
construct, and use it.
He suggested that through process of
Accommodation and assimilation individuals
construct new knowledge from their experiences.
Assimilation occurs when a learner adds new
information, basically layering it on top of the
old.
Accommodation occurs when a learner must
change previously learn information before
placement of new information is possible.
Social Constructivism:
1.Based on Vygotsky’s Theory
2.Social interaction is fundamental to cognitive
development.
3.Knowledge exists in a social context and is
initially shared with others instead of being
represented solely in the mind of individual
FIVE CONDITIONS FOR
LEARNING
SCAFFOLDING
Teachers and Students make meaningful
Connection between what the teacher knows and
what the Student know and need in Order to help
the Students Learn More.
An Easy Words
A Person in Which Teachers Model or Demonstrate
How to Solve a Problem and then Step back
Offering Support as Needed
THREE MAJOR CHARACTERISTICS
OF SCAFFOLDING

CONTINGEN
CY SUPPORT
FADING

TRANSFERING
RESPONSIBILTY
CONTINGENCY SUPPORT
The teacher is constantly adjusting, differentiating
and tailoring responses to the Student
FADING
The teacher gradually withdraws support as the
student’s understanding and skills deeper.
TRANSFERING RESPONSIBILITY
Students assume more and more responsibility for
their own learning
DIFFERENCE B/W TRADITIONAL AND CONSTRUCTIVIST
CLASSROOM
Traditional Classroom
It is based on basic skills
Teacher centric approach
Strict adherence to fixed
curriculum
Teacher’s role is directive,
rooted in authority
Learning is based on rote
memorization
Constructivist Classroom
It is focuses on the big concept
Child centric approach
Pursuit of student questions /
interests
Teacher role is interactive and
rooted in negotiations
Learning is based on
interaction and there is
exchange of ideas b/w teachers
and students
DIFFERENCE CONT….
Traditional Classroom Constructivist Classroom

Assessment via testing / Assessment via student works,

correct observations, points of view,
answers tests.

Knowledge is inert Knowledge is dynamic /

changes with
experiences

Students work individually Students work in groups

Constructivism is a process -the
instructor
 Adapt curriculum to address students’ suppositions
 Help negotiate goals and objectives with learners
 Pose problems of emerging relevance to students
 Emphasize hands on, real world experiences ‐ ‐
 Seek and value students’ points of view
 Social context of content
Constructivism is a process –
the instructor
 Provide multiple modes of representations /
perspectives on content
 Create new understandings via coaching,
moderating , suggesting
 Testing should be integrated with the task and
not a separate activity
Constructivism is a process
-the student
 Help develop own goals and assessments
 Create new understandings (via coaching,
moderating, suggesting)
 Control learning (reflecting)
 Member of community of learners
Collaborate among fellow students
 Learn in a social experience –appreciate
different perspectives
 Take ownership and voice in learning process
Constructivism is an instructional
strategy

 Involves collaboration between instructors,

students and others (community members)
 Tailored to needs and purposes of individual
learners
 Features active, challenging, authentic and
multidisciplinary learning.
 APPLYING CONSTRUCTIVE
PERSPECTIVES
 Teachers elicit Students ideas and experiences in relation
to key topics, then fashion learning Situation that help
Students elaborate on or restructure their current
knowledge.
 Students are given frequent opportunities to engage in
complex, meaningful, Problem based Activities
 Teachers Provide Students with a Variety of Information
resources as well as the tools (technological and
Conceptual) necessary to mediate learning.
 Students work collaboratively and are given support to
engage in task-oriented dialogues with one another.
 Teachers make their own Thinking Process explicit to
learners and encourage students to do same through
dialogues, writing, drawings or other representation.
 Teachers employ a variety of assessment strategies to
understand how students ideas are evolving and to give
feedback on the possesses as well as the Products of their
thinking
COGNITIVE APPRENTSHIP IN
READING = RECIPROCAL
TEACHING

Designed to help students understand and think

deeply about what they read.
1. SUMMARIZING the content of a passage.
2. ASKING A QUESTION about the central
point
3. CLARIFYING the difficult parts of the
material
4. PREDICTING what will come next
Applying Reciprocal
Teaching
Palin’csar has Identified three guidelines for
effective reciprocal teaching

 SHIFT GRADUALLY
 MATCH DEMANDS
TO ABILITY
 DIGNOSE THINKING
COOPERATIVE LEARNING
Situation in which

 Elaboration
 Interpretation
 Explanation
 Argumentation

Are integral to the activity of the group and

where learning is supported by other individuals
 Preparing Students for
Cooperative Learning

 Positive Interdependence
 Promoted Interaction
 Individual Accountability
 Collaborative & Social Skills
 Group Processing
 CONSTRUCTIVISM IF WE
IMPLEMENT IN OUR
CLASSROOM:

 Children learn more and enjoy learning

 Promote divergent thinking

 Education works best when it

concentrates on thinking and
Understanding rather than on rote
memorization.
 Boost the confidence of learners

 Constructivist learning is transferable.

BENEFITS OF
CONSTRUCTIVISM CONT…

 Promote collaborative learning

 Constructivism gives students ownership of what they
learn, Since learning is based on students.
 Constructivism promotes social and communication
skills By creating a classroom environment that
emphasizes.