LESSON 4 CONSTRUCTIVIST THEORY IN TEACHING MTB-MLE

Lesson Objectives:
At the end of the lesson, students are expected to;
 Grasp the essence of constructivist learning theory;
 Relate the constructivist learning theory with learning a language; and
 Formulate methods for teaching MTB through the constructivist approach.
Instructional Materials Needed: Sample lesson plan from Mother Tongue as a learning area

Learning Activities:

I. ACTIVATE
Your fundamental responsibility as a teacher is to guarantee that learning takes place in your
classroom. As a teacher, given this task, it is requisite that you have basic knowledge of how students
learn. There is a number of learning theories that demonstrate how individuals, especially young
learners, learn. The five major learning theories are listed below.

a. Behaviorism _____________________________________________________________________
b. Cognitivism ______________________________________________________________________
c. Constructivism ____________________________________________________________________
d. Humanism ________________________________________________________________________
e. Connectivism ______________________________________________________________________
Your task is to find a basic description of each learning theory. Write your answers on the space
provided.

II. ANALYZE and ABSTRACT

Take time to read the information below about constructivist learning theory, the learning
theory being championed by the Mother Tongue curriculum.

Constructivist Learning Theory

Jean Piaget and Lev Vygotsky are two most recognized pillars of constructivist learning theory.
Both puts high premium on how children acquire and construct meaning, however, unlike the
behaviorists, both Piaget and Vygotsky do not view children as empty vessels (tabula rasa) waiting to be
filled by an expert and learned adult. Constructivists argue that children are preformed to learn and
acquire language as they go through different developmental stages.

Jean Piaget (1896-1980) argues that children are active learner who constructs meaning from
their environment. Piaget is the proponent of cognitive developmental theory that explains the
interconnectedness of knowledge acquisition and language acquisition through qualitative changes of
their mental processes as they develop (Crystal, 1987; Schickendanz, 1993; Vasta et al, 1999). He views
children as active learners, constructing knowledge over time, as they interact with their environment
through developmental states.

“Constructivism”has been a byword in education for generations, applied both to learning

theory and epistemology- both on how people learn and the nature of knowledge. We do not need to
adhere if it is simply a new fad, but we need to think about our work in relation to theories of learning
and knowledge. So we need to ask: what is constructivism, what does it have to tell us that is new and
relevant, and how do we apply it to the universe of MTB-MLE? As they say, it will not take rocket science
to understand and employ constructivism. There is nothing dramatically new in constructivism: the core
ideas expressed by it have been clearly enunciated by John Dewey among others.

Constructivist’s perspective of language acquisition is generally centered on brain development.

Hung (1965) in Schickendanz (1993) provides a summary of Piaget’s Stages of Cognitive Development
and how children construct knowledge and acquire a language.
Lev Vygotsky’s emphasized that private speech, of children talking to themselves, for turning
shared knowledge into personal knowledge (Slavin ,1997) Vygotsky proposed that children incorporate
the speech of others and then use that speech to help themselves solve problems (Slavin, 1997).
Vygotsky theory implies that cognitive development and the ability to use thought to control one’s own
actions require first a mastery of cultural communication systems and then leaning to use these systems
to regulate one’s own through processes (Slavin, 1997, Crystal, 1987).

If Piaget’s view of learning and language acquisition is centered on the children’s changes of
logical thinking through stages based on maturation and experience. Vygotsky’s view is centered on the
role of culture and social interactions of children with other children and adults in the environment.
Vygotsky even argued that children’s speech is a major tool in their development of thinking.

What is meant by constructivism? The term refers to the ideal that learners construct
knowledge for themselves- each learner individually (and socially) constructs meaning- as he or she
learns.

Does it actually make any difference in our everyday work whether deep down we consider
knowledge to be of our own making?

If we believe that knowledge consists of learning about the real world out there, then we
endeavor first and foremost to understand that world, organize it in the most rational way possible, and,
as teachers, present it to the learner. This view may still engage us in providing the learner with
activities, with hands-on learning, with opportunities to experiment and manipulate the objects of the
world, but the intention is always to make clear to the learner the structure of the world independent of
the learner. We help the learner understand the world, but we do not ask him to construct his or her
own world.

Constructivist theory requires that we turn our attention by 180 degrees and look towards all
those wonderful, individual living beings- the learners- each of whom creates his or her own model to
explain nature. If we accept the constructivist position we are inevitably required to follow a pedagogy
which argues that we must provide learners with the opportunity to: a) interact with sensory data, and
b) construct their own world.

As future educators/teachers it is our responsibility to inform our students of what the truth is,
it is our duty to let them know of what the “real world” is out there.

Let us not fret and be frightened by this great responsibility for we are not left alone in this task,
there are guide posts that are laid out for us to consider.

1. Learning they say is from womb to tomb, from cradle to grave, and from navel to gravel.
Learning is not just pure absorption process of what is transferred directly from one vessel to
 another. Hence, it is a process of learning by doing wherein the active engagement of the
learner in the process makes it and effective one.

2. Learning is a web process, as a learner is engaged in learning, in the process of it all, implicitly,
the learner also learns other concepts or procedures related to what is being learned explicitly.

3. Taking it from John Dewey’s reflective activity, learning is mental process that involves actual
doing and reflective action. Reflective action gives the learner a chance to note the significance
and connection of the whole process.

Once a learner is able to define a concept in his or her own terms we can safely say that learning
took place. This is why we are always reminded to focus on the learner in the process of learning
and not on the learning area or subject/lesson. We have to put premium on the student’s interest
and ability, and where they are at in the process of learning. We have to note also that part of the
learning process is attributed to the experiences gathered by the learners in their own community. If
we will fully accept the constructivist point of view, we are reminded that knowledge is not just
simply “out there” divorced from the knower, but a complete process of learning by doing and
reflecting. It is both a personal and social process, learning does not take place if we do not open
ourselves to the world around us.

Comprehension Questions:
1. How do learners learn in a constructivist approach to teaching and learning?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What do you think are the gains of adopting a constructivist learning theory in classroom instruction?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Can you think of any challenge/s encountered by teachers in implementing a constructivist approach
in curriculum and pedagogy?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

After discussing these questions, think of a learning activity or experience that makes use of
constructivist approach to teaching and learning. The activity may come from any subject or discipline.
Write your answer inside the box.
III. APPLY
In groups of three, your final task in this lesson is to find a sample lesson plan on Mother Tongue
as a learning area. Using the sample lesson plan, analyze the activities to determine if it adopts the
constructivist approach to lesson development.

 Is the learning objective clearly defined?

 Is the activity motivating for the learner?
 Is the learner informed of how he or she will be assessed?
 Does the learner have an opportunity to share ideas with others?
 Is the learner provided with sources and support to help build knowledge?
 Does it allow collaboration among learners?
 Does the activity allow the learner to use new ideas in novel situations?
 Does it encourage the learner to build knowledge that leads to new insights and
discoveries?
Each group must prepare for a five-minute presentation of your
analysis. For this activity, you are free to choose your group
members. Show your answers in slide decks or powerpoint. Be
sure to write your names in the last slide.
Criteria for Group Presentation
Breadth and Depth of Content/Analysis 20 pts.
Delivery/Presentation 10 pts.
Collaboration 5 pts.

Note: Other activities are to be answered

individually except the powerpoint presentation.
You have 2 outputs for Lesson 4