1.

Content points of previously learned theories that are related to the student-centered and
constructivist approach to teaching:

Piaget’s theory: He proposed that children are active rather than passive leaners. They construct
knowledge from their environments by using their schemes and learn through the processes of
assimilation and accommodation. They’ll constantly checking new information against the old rules to
see if they can apply the existing schemes to absorb new information. If it is possible to do it,
assimilation occurs. If it is not, leaners will have to revise rules that are no longer work and modify, make
adjustments to the existing schemes to form a better and correct concept about a certain information;
therefore, able to fully understand about the information and this is called accommodation.

Vygotsky’s theory: According to Vygotsky, children reach their full potential when interacting with
others. He believed that learning takes place when children are working within their ZPD. The zone of
proximal development consists of things a child is unable to carry out but could accomplish with the
help from a more competent peer or an adult. It includes tasks a child has not yet learned but is capable
of learning. Another key idea from Vygotsky’s theory is scaffolding. This includes using support during
early stage of learning such as encouragement, clues, reminders, and assistance, then diminishing
support and having the child take on responsibility, gain the ability to self-regulate. Vygotsky especially
emphasizes that culture and community plays a central role in the cognitive development.

2. Apply the understanding of the Constructivist View of Learning into your teaching English as
intentional teachers:
 Engage students in pair work and group work as much as possible so that they can learn from
each other.
 Using top-down rather than bottom-up instruction to motivate learners to take the active role in
the classroom. Create chances for them to work out and discover new information on their own
first.
 Have the students exposed to raw and authentic material and let them generate their prior
knowledge to figure out the new one.
 Encourage students to formulate their own questions.