Constructivism and

Constructivist-based
Teaching and Learning
Jonh Rick B. Malaya
MAED – Curriculum and Instruction
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G H I J K L
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M N O P Q R
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S T U V W X
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Preliminary Questions
• What are the assumptions of a constructivist
view of learning and what are its types?
• What are some constructivist teaching
strategies?
Constructivism
• Learners actively construct their own knowledge
rather than receive preformed information transmitted
by others

Behaviorism Cognitive Constructivism

Theories

Actively process Actively seek to

Passive incoming understand the
information environment
Assumptions of Constructivism
• Knowledge is constructed as learners make sense of their
experience
• Knowledge constructions may not match reality
• Learners actively seek meaning in the environment
• In the learning process, learners create and test theories until
a satisfactory explanation is known
• Knowledge is context-dependent
• Social interactions are vital to learning
Types of Constructivism

Brunning et.al. (2004) distinguish the following three:

• Exogenous – in which the acquisition of knowledge reflects
the reality of the external world, that is, via teaching and
experiences, the external world strongly influences
knowledge construction; hence, the accuracy of knowledge
is based on its match to reality (the cognitive approach to
learning, basically schema theory)
Constructivism

Schema: Mental representation of the world

Constructivism
• Equilibrium
• Balance between world and
mind
• Occurs when schema works to
explain world
Constructivism
• Disequilibrium
• Disconnect between world and
mind
• Occurs when schema cannot
explain the world
• Uncomfortable
Constructivism

Assimilation: Fit new Accommodation: Change

information (world) into schema (mind) to explain
existing schema (mind) new situation (world)

Interpret world in terms Mind is changed because

of mind of the world
Constructivism
Schema World Type
Addition Subtraction is the Assimilation
opposite of addition

Flat Earth Round Earth Accommodation

Animal has four

Four legs = dog
legs. Calls a goat a Assimilation
dog
Adding factions:
Add top keep Adjust denominator Accommodation
bottom same
Types of Constructivism

• Endogenous – in which new knowledge develops out of

earlier knowledge through a process of cognitive
development of the structures into which knowledge is
organized
Types of Constructivism

• Dialectal – in which knowledge comes from the interaction

between learners and the environment, as well as
interactions with one another and with teachers (Vygotsky’s
approach)
• Social Constructivism: Learning as increasing the ability to
participate with others in activities meaningful within the
culture
Constructivist Teaching Models and Environments
• Constructivist-based learning environment have been
characterized as one that (1) provide opportunities to
manipulate and experiment; (2) employ meaningful
problems that link concepts to everyday experience; (3)
center around higher order concepts and multiple
perspectives; (4) allow learners to evaluate their own needs,
and test and revise their knowledge; (5) connect cognition to
context; and (6) emphasize the value of overcoming flawed
beliefs as the basis for understanding (Hannafin, Land, &
Oliver, 1999)
Learning in Context
• Education should focus on teaching knowledge that will be
useful for life-long learning
• Learning Goals
• Ability to solve problems
• Critical thinking skills
• Personal inquiry skills
• Ability to identify and pursue own learning goals
A general wishes to capture a fortress located in
the center of a country. There are many reads
radiating outward from the fortress. All have
been mined so that while small groups of men
can pass over the roads safely, a large force will
detonate the mines. A full-scale direct attack is
therefore impossible. The general's solution is to
divide his army into small groups, send each
group to the head of a different road, and have
the groups converge simultaneously on the
fortress.
The next passage is conceptually similar to the previous
passage. Use the solution from the previous slide to solve the
next problem.
You are a doctor faced with a patient who has a
malignant tumor in his stomach. It is impossible
to operate on the patient, but unless the tumor is
destroyed the patient will die. There is a kind of
ray that may be used to destroy the tumor. If the
rays reach the tumor all at once and with
sufficiently high intensity, the tumor will be
destroyed, but surrounding tissue may be
damaged as well. At lower intensities the rays are
harmless to healthy tissue, but they will not affect
the tumor either. What type of procedure might be
used to destroy the tumor with the rays, and at the
same time avoid destroying the healthy tissue?
Problem-Based Learning
• Real World Problem
• Collaborate to find solution

• Teacher’s Role
• Provide topic, Gather background information, Create
ways to incorporate a variety of subjects, Delegate tasks to
students, Facilitate the project
Transfer
• Transfer: Effect of previous learning on new learning.
• Factors that affect transfer:
• Similarity of learning situations
• Depth of original understanding
• Quality of learning experiences
• Context for learning
• Variety of experiences
• Emphasis on metacognition
Situated Learning
• Situated Learning: Skills and knowledge are tied to the
situation where they were learned
• Knowledge learned outside of a meaningful context is
useless
• Focus on apprenticeships
• Expert guides novice beginning with simple and
increasing to complex
Conditions of Learning
• Learning occurs in complex, realistic, and relevant
environments
• Social interaction is an important aspect of learning
• Teach with multiple modes of representation
• Foster ownership in learning
• Teach metacognitive skills
Constructivist Teaching
• Goal of Teaching:
• Identify the skills or information that the learner needs to
know prior to problem solving
• Learners more motivated to learn when faced with
problem solving situation that requires a bit of new
information
• Prerequisite skills are focused on in the context of higher-
order goals
Instructional Conversations
• Conversations with probing questions to facilitate deep
learning
• Teacher’s Role
• Facilitate the discussion, Use good questioning
techniques, Be open to student input
Apprenticeships in Thinking
• Students work with an expert
• Real-life situation
• Expert’s Role
• Model, Guide, Scaffold
Inquiry Learning Process

Hypothesiz
Test
e

Evaluat
Report
e
Inquiry Learning
• Scientific Procedure
• Hypothesis; Test Hypothesis; Draw Conclusions; Reflect

• First-hand vs. Second-hand Investigations

• Teacher’s Role
• Identify topic of study, Pose deep questions, Provide
appropriate materials, Guide, Let students ask questions
and discover the answer
Constructivism
• Common elements of all constructivist teaching strategies
• Students actively participate
• Teacher is a facilitator
• Requires deep thinking from students
• Real-world applications
• Social orientation
Applying Constructivism to Instruction
• Elicit students’ ideas and experiences, then create learning
situations to restructure current knowledge
• Provide opportunities to engage in complex, meaningful,
problem-based activities
• Provide opportunities for students to apply the knowledge in
many meaningful contexts
• Teach self-regulation strategies
Constructivism
• Strengths:
• Learning is interesting
• Learning is relevant
• Students are active in classroom
• Deep learning
• Creativity from the students
• Motivated to learn
Constructivism
• Weaknesses
• Hard to plan for
• Students may ask questions you don’t know the answer to
• Difficult for low students
• Takes lots of classroom time
• Not cover as much material
Thank you for listening 