CONSTRUCTIVIST

By:
Jerald Briones
Emelyn Roncale
Joselito Ubaldo
Joshua Nikko Reyes
Marc Jan Tacdol
Laudette Bulaong
Proponents of Constructivist
JEAN PIAGET
• A swiss developmental psychologist who studied children
in the early 20th century
• Known as the father of constructivism
• His theory of intellectual or cognitive development,
published in 1936, is still used today in some branches of
educational technology

it focuses on the children , from birth through

adolescence, and characterizes different stages of
development , including langguage , morals , memory and
reasoning
JEAN PAIGET THEORY OF COGNITIVE DEVELOPMENT
Adoptation process that enable the transmission from stage to another

Schemas - building block of knowledge

Assimilation - The process of taking in new information into our already existing.

Accommodation - ability to change existing schemas in light of new information;

Equilibration -. maintain a balance between applying previous knowledge

(assimilation) and changing behavior to account for new
knowledge (accommodation).
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

each child’s goes through the stages in the same order, and child development
Is determined by biological maturation and interaction with the environmment

the child’s thinking is qualitatively different from the others stages , that is, each
stage involves a different type of intelligence
Proponents of Constructivist
LEV VYGOTSKY
• Russian psychologist
• Developed a theory of cognitive development in children
known as “ Sociocultural Theory of Cognitive
Development “
Vygotsky’s Concept of Zone of Proximal
Development
Vgostsky’s Concept of “ more knowledgeable
Other”

Vygotsky’s sociocultural theory

Emphasizes that children learn through social
interaction that include collaboration and
cooperative dialogue with someone who is more
skilled in tasks they are trying to learn

More knowledgeable others

 teachers, parents, tutors or even peers
Vgostsky’s Concept of Scaffolding
• Refers to the temporary support given to a child by the “
more knowledgeable one “ that enables the child to
perform a task until such time that the child can
perform this task independently
• Scaffolding entails changing the quality and quantity of
support provided to a child in the course of a teaching
session
Proponents of Constructivist
JOHN DEWEY
Proponents of Constructivist
Jerome Bruner ( 1915-2016)

 American psychologist
 Born on October 1,1915 in New York , United States
 Died on June 5, 2016
 Education: Harvard University (1941), Duke University
(1937)
 bruner theoretical framework  learning is an active process
in which learners construct new ideas or concepts based
upon their current/past knowledge.
Jerome Bruner’s Theory of Development is based on the assumption that we learn best when we
go from concrete to abstract in a three-step process: First comes hands-on “Action”, then learning
with “Images” and finally students transform what they’ve learned into “Language”.
This happens in hands-on experiences, ideally with real-world applications..
We now link our memories of the experience to iconic pictures.
We now use the images we internalized earlier and turn them into abstract language,
such as mathematical symbols.
CONSTRUCTIVISM
- theory that says learners construct knowledge rather than just
passively take in information.

- Mental abilities are put into use in an activity (real life experiences) to
construct new representations and incorporate this new knowledge
into their pre-existing knowledge.(schema)

- Experience are the prime source of knowledge in the life of the

people.
Principles about Constructivism
• Knowledge constructs through experiences it cannot be transferred.
(During engagement part -----hands on/self driven)

• Having prior knowledge before joining a formal training, impacts the learning procedure.

• Knowledge is affected by our surroundings and the influences which may not be as per
the global standards. (risky)

• Questions must be open ended and avoid ultra SPECIFIC.

• For adequate knowledge, one needs to apply their efforts and actively participate in
experience gaining activities.
ROLES in Constructivism
 Approach in
Constructivis
m

Most cases starts with ELICIT. To find out what the students know.
Thru quick quizzes.
Example: Science lesson where students will investigate whether light is needed for photosynthesis. Quick quiz about
Photosynthesis and respiration and starch test.
Approach in Constructivism
Next stage is ENGAGE, the stage to get the interest and curiosity of learner.
Ask Big Questions to introduce new learning thru teacher explanation modelling
Next stage is ENGAGE, the stage to get the interest and curiosity of learner.
Ask Big Questions to introduce new learning thru teacher explanation modelling
Approach in Constructivism
Example: Ask do plants need light to make food.
Teacher might help by giving info about photosynthesis
Next is the Explore stage: Learners will be given opportunity to work together.
The teacher set up the task but then becomes the facilitator helping students by asking questions and observing.
Approach in Constructivism
Example In Science Activity pupils will undertake practical investigative work.
Explain Stage. Involve checking and asking questions to the students to help them build the concept.
Approach in Constructivism
Example: Teacher will draw out the findings of activity and ask the students to compare to predictions.
Using deep questioning and explanation (teacher model)
Elaborate stage key to assessing their progress knowledge and understanding.
Students will be involve in independent practice and apply their learning (scaffolds are removed)

Approach in Constructivism
Example: Big Questions ask and answered by students. Does plant need light to make food?
Explain why using evidences and scientific explanation.
Extend Stage: Stage to challenge the learners to apply or extend the knowledge in new situation.
Example : Student might test chlorophyll was needed in photosynthesis.
Approach in Constructivism
Evaluate section is the section where you the teacher evaluate the learning that has occurred.
This might involve peer/self assessment or marking. It might involve questioning or quick low stage quizzing to establish
understanding of the concepts.
Approach in Constructivism
This should also include self-reflection and evaluation from the student.
APPROACHES TO CONSTRUCTIVISM
• TRIVIAL CONSTRUCTIVISM

• RADICAL CONSTRUCTIVISM

• SOCIAL CONSTRUCTIVISM

• CULTURAL CONSTRUCTIVISM
TYPES TO CONSTRUCTIVISM
TRIVIAL CONSTRUCTIVISM

• knowledge is constructed by learner through the interpretation of personal experiences

based on his/ her cognitive and mental abilities. It is not just induced from the environment
automatically but also calls for active involvement.
APPROACHES TO CONSTRUCTIVISM
RADICAL CONSTRUCTIVISM

• Radical constructivism also emphasizes the construction of

knowledge and states that textbook knowledge is not that
meaningful.

• It can be connected to the working methodologies of

mathematics, but it is difficult to understand and implement.
APPROACHES TO CONSTRUCTIVISM
SOCIAL CONSTRUCTIVISM

• Peers and people of society majorly influence the experience

and learning process of an individual. Teachers family,
friends, administrators and peers directly affect a student in
various activities in a classroom. Even outside the school, this
influence is significant. Hence, social constructivism is also
an essential type of constructivism.
APPROACHES TO CONSTRUCTIVISM
CULTURAL CONSTRUCTIVISM

• Culture and traditions of a place also affect a person’s

perfective and opinion of things. By observing a person’s
cultural background, one can make out the factors that affect
their perception.
 Online Tools for
Constructivist
Student-centered method of learning
 Microsoft Word
ʘ allows you to create simple word
processing documents like letters and reports
effortlessly, allowing you to add color and
clip art.
ʘ Writing in various fonts and sizes and
using tables, borders & bullet formatting
reduces tediousness and increases
productivity.
 PowerPoint
• Custom animation
• Add photos, videos and sound effects
• Save as a webpage
• Print presentations as handouts
• Embed YouTube videos
 Visme
ʘ It is an online tool for creating, editing,
sharing, and storing visual materials.
ʘ You can use it as a presentation app to
make slide decks.
ʘ You can also create templates for
infographics, charts, logos, storyboards,
graphics for social media posts and the web,
letterheads, and other items
 Canva
ʘ Users may make professional-looking
posters, slideshows, pictures, event flyers,
resumes, cards, certifications, infographics,
and other media using this online design tool.
ʘ Students can create images using the
application to demonstrate their knowledge in
original ways.
 Piktochart
ʘ Users can quickly generate infographics
with this cloud-based tool.
ʘ In a Piktochart infographic, users can
insert interactive maps, charts, videos, and
hyperlinks.
ʘ A blank or pre-designed template or theme
is first selected when making an infographic,
then content and media are then added.
 Filmora
ʘ A platform for creative video editing
designed for creators on any budget.
ʘ The video editing capabilities offered by
Filmora include Motion Tracking, Split
Screen, Keyframing, and user-friendly
options like Instant Model, Preset Templates,
and Auto Beat Sync.
Thank You
ROMANS 16:16 Greet one another with holy kiss ;* mwaps
Constructivism in education
student-centered teaching methods and techniques

Teachers’ Role
• acts as a facilitator of learning 
• adjust teaching to match learners’ level of understanding

Constructivist Learning Environment

• Collaborative environment
• Pursuit of student questions and interests is valued.
• Learning is interactive, building on what the student already knows.
• Student-centered.
• Teachers have a dialogue with students, helping students construct their own
knowledge (active learning).
• Teacher's role is interactive, rooted in negotiation.
• Students work primarily in groups (cooperative).
Pedagogical Goals of Constructivism

1) To provide experience with the knowledge construction

process

2) To provide experience in and appreciation for multiple

perspectives

3) To embed learning in realistic contexts

4) To encourage ownership and a voice in the learning

process
Pedagogical Goals of Constructivism

5) To embed learning in social experience

6) To encourage the use of multiple modes of

representation

7) To encourage awareness of the knowledge construction

process (reflection, metacognition).

Constructivism promotes a sense of personal agency as students

have ownership of their learning and assessment.
Limitations of Constructivist Learning Both in
Face to Face and Online Learning
• Teachers are ill prepared for constructivist teaching.
• Students often lack direction.
• The training necessary for constructive teaching is extensive
and often requires costly long term professional development.
• Learner may be hampered by contextualizing learning in that, at
least initially, they may not be able to form abstractions and
transfer knowledge and skills in new situations (Merrill, 1991).
Limitations of Constructivist Learning
Both in Face to Face and Online Learning
• Learner do not always actively construct meaning and building an
appropriate knowledge structure. (Merrill, 1991)
• Difficult to break the cycle of those who have been taught in a
classroom where they were expected to solely absorb information.
• Isolate an individual learner, not paying sufficient attention to
environment.
• The lack of a model to make explicit the links between the cognitive
and affective.
Application
• Divide the class into 5 groups. Share each other ideas or knowledge about the
following questions for 3 minutes.
How will you explain to a blind man the color blue?