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Constructivist Approach

Haleema Humayun Awan

University of the People

EDUC 5210 Learning Theory

Instructor: Neverson Heatley

November 27, 2021

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Abstract

In this paper, a constructive approach is used and explained in detail. This article will look at

how I use my lesson plan to engage students and how constructivism can help me enhance the

lesson. Constructivist teaching encourages critical thinking and develops motivated, self-directed

students. A constructivist instructor keeps an eye on the students and asks them to reflect on

what they've learned from this exercise on a regular basis.

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An effective lesson is one that interests students and helps them understand topics in order to

gain knowledge. This article will look at how I use my lesson plan to engage students and how

constructivism can help me enhance the lesson.

"Constructivism is a paradigm that focuses on the relevance of individual knowledge, beliefs,

and skills via the experience of learning," according to Gogus (2012). It claims that

comprehension is built from a combination of existing knowledge and new information.

Individuals can accept new concepts or incorporate them into their pre-existing worldviews."

Constructivist teaching encourages critical thinking and develops motivated, self-directed

students. A constructivist instructor keeps an eye on the students and asks them to reflect on

what they've learned from this exercise on a regular basis.

The teacher should keep track of how they dealt with similar situations and assist them in

improving. In a well-designed classroom, kids can truly learn how to learn.

My lesson plan will be centered on presenting a noun lesson. Before I start a session, I normally

ask the students what they can see in the classroom. I then invite learners to move about and

touch the items they observe in addition to that inquiry. Some students will say they see a table,

chair, ruler, whiteboard, and youngsters. When the kids have highlighted a specific item, I tell

them that they have been gradually naming concrete items that they see. Before I tell the students

that all of the items they named are called nouns, I let that truth sink in. I then expand on the

concept, and because I teach at a Montessori school, the students link a noun with a black

triangle, which serves as a symbolic, concrete representation of a noun. I am a visual learner, so

once we explore the notion of a noun, I use YouTube videos, music, and other materials to help
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my grade 4 students understand it. The lesson teaches students how to understand complex

concepts through seeing, touching, and using pictures and songs.

I'd then hand out worksheet tasks and invite students to put what they've learned into practice. I

usually give learners a test or ask them to use the concept in their creative work to check that

they have fully grasped the concept. Identification actions are done on a regular basis. If we're

conducting a reading, for example, I'll stop halfway through and ask the students if they can find

any nouns in their books. As a follow-up lesson, I enjoy allowing the students to participate in

the lessons by asking them to teach the rest of the class the concepts they learned in class. To

ensure that learners comprehend the content, I strive to insist on consistent feedback through

small projects, conversation, and games.

Because they had prior experience working with nouns as grade four students, they were able to

use their prior knowledge to substantiate the lesson. I felt that my lesson plan may be enhanced

using a design made to further improve the course using the constructivist method.

Leaders in constructivism include George W. Gagnon Jr. and Michelle Collay.

Teachers in this methodology incorporate a number of steps into their instructional structure.

They:

1. Create an opportunity for pupils to explain themselves.

2. Decide on a method for organizing content and students.

3. Create a link between what students currently know and what teachers want them to learn.

4. Anticipate and answer questions without giving too much information away.

5. Encourage students to provide a record of their thoughts with others, and 6. Invite students to

share their learning reflections. (Constructivism as a Teaching and Learning Paradigm, n.d.-b)
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The delivery of the lesson may have been enhanced by providing additional support to the

learner rather than leaving them to complete the task on their own right after it was delivered.

Learners are led during the zone of proximal development, according to Vygotsky (ZPD).

This test assesses a student's ability to operate independently without assistance. At this point,

the learner lacks the ability to work independently on work activities. 2008 (Mcleod)

When learners are provided the tools to help them understand and apply concepts, however, they

are more likely to succeed.

Scaffolding refers to the activities, directions, tools, and resources that make up a lesson plan. In

the end, the When the scaffolding is removed, the learner will be able to finish the work on their

own.

Examples of scaffolding tasks that can be used to ensure that students fully comprehend the

lesson;

1. Conduct mini-lectures.

2. Act as a model/demonstrator.

3. Define topics in a variety of ways.

4. Allow time for students to practice. (2018, 10 Ways to Scaffold Learning)

The assessment method used by constructivists is constructive rather than summative. (Zwaal &

Otting, 2004-2013)Assessment is used to determine a student's ability to comprehend topics

independently, as well as to progress in areas where the student has difficulty. Assessments must

be completed respond to the teachers', students', and content's unique demands and features
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Conclusion:

Constructivism sees the learner as a vessel capable of molding their own learning and thinking.

In order to become independent learners, the learner connects new knowledge with their

experiences and in-born skills.

Reference:

Mcleod, S. (2008, February 5). The Zone of Proximal Development and Scaffolding.

Simplypsychology.Org; Simply Psychology.

https://www.simplypsychology.org/Zone-of-ProximalDevelopment.html

10 Ways to Scaffold Learning. (2018, August 31). WeAreTeachers.

https://www.weareteachers.com/ways-to-scaffold-learning

Constructivism as a Paradigm for Teaching and Learning. (n.d.-b). Www.Thirteen.Org.

https://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html