Constructivism and the Classroom

Group 0001B
Aashna Verma Ahuja, Laila Alharbi, Louise Cook, Lucy Elliott,
Victoria Zafirova and Uzma Iqbal
Masters of Education, University of The People
EDUC 5270: Instructional Techniques for the Elementary and Middle
School Classroom
Dr Amanda Nugent
 Introductions
Name Nation Current Teaching Status

Aashna Verma Ahuja Indian working in UAE Grade 4 PYP Teacher

Laila Alharbi Saudi working in Saudi Year 4 teacher

Arabia

Louise Cook British working in Hong K1 and K3 PYP

Kong Kindergarten Teacher and
Grade Level Leader

Lucy Elliott British working in Ethiopia Grade Three PYP Teacher

and Team Leader

Uzma Iqbal Pakistani working in USA Not Practicing

Victoria Zafirova Bulgarian working in Sudan PYP PE Teacher

 Constructivist Approach to Teaching
Our group definition is:

Constructivism is a student-centered philosophy of education that holds that

students are active participants in their learning, building on prior knowledge to
construct new meaning, to answer questions, hypothesize, think critically, inquire,
innovate and solve problems.

The constructivist classroom is one where students are active participants in their
learning and the teacher is a facilitator. In such a classroom the students are
learning how to learn as well as building their understandings of concepts,
knowledge and facts.

(Gray, 2019)
 Benefits of Constructivism for Learners
● Learning is the result of teacher and learner
working with each other, having a social
interaction, for creating or increasing their
knowledge, instead of, only the teacher
transmitting the knowledge (Brown, 2020).
● Social constructivism focuses on the joint
building of knowledge, therefore, everyone
acquires some type of knowledge from the
activity's outcomes by engaging in social
activities (Brown, 2020).
(Kdruvenga, 2021)
Benefits of Constructivism for Learners Continued

● Constructivism gives time and space to

students for getting aware of their
knowledge and thinking, which results in
increasing their ownership. As they are
able to reflect on their work, analyze it,
and determine which intermediate skills
they should learn based on their needs
they enhance their skills of critical
thinking, analysis, and evaluation (Dover,
Norwegian University of Science and
2018). Technology, 2007
Benefits of Constructivism for Learners Continued
● In constructivist classrooms, instead of passively obtaining knowledge
through lectures and memorization, students learn by building on their
prior knowledge and experiences and actively participating in the
learning process (Roberts, 2020).
● It provides youngsters with an active and interesting atmosphere.
Instead of being passive listeners, children engage in active thinking
and comprehension and learn to teach themselves via conversation
and collaboration which enhances their engagement (Gleeson, 2021).
 Benefits of Constructivism for Instructors
● Moves from a teacher led environment to one that is student led, the
students then guide the teacher in what their learning needs are.
● Teachers become more of a facilitator
compared to more traditional forms of
teaching. This allows them to become
more creative with their content,
creating centres and providing learning
opportunities.
● Teachers do not necessarily need to be
knowledgeable in the content and can
learn alongside their students showing Homes for Heroes (2021)

that learning is lifelong.

Benefits of Constructivism for Instructors Continued
● Collaboration is developed among students and teachers to construct,
share, and challenge ideas and knowledge with peers and teachers
(Thompson, 2014).
● Provides time and
opportunities to build better
relationships with the
learners.
● Allows teachers to adapt and
re-adjust their approaches to
learning quickly and when
necessary.
The Conversation (2019)
Benefits of Constructivism for Instructors Continued
● Leads to better learning outcomes
holistically including testing data
that is reflected on the teacher.
● Students and teachers become
active participants in their
environment (Zhou & Brown, 2015).
● Provides opportunities to expand
the collaboration within the
professional learning community.

Heritage Christian School (n.d.)

 A Salient Argument For a Constructivist
Approach to Teaching.
● In a constructivist approach, learning is active and students construct meaning
based on previous experience and understandings. Thus, how students see the
world around them changes as they learn more and make new connections.
(Ackermann, 2001; Grad 2019).
● It is an approach that puts the learner at the center and is driven by their curiosity
and wonder rather than students being passive recipients of knowledge from the
teacher expert (Gray, 2019)
● In, for example, Inquiry Learning and Project Based Learning the learning is
carefully scaffolded by the teacher to meet student needs and interests.
(Hmelo-Silver et al., 2007)
● Constructivists posit students learn best by solving authentic issues and by
experiential learning (Kirschner et al., 2006).
A Salient Argument For a Constructivist Approach to
Teaching continued
● Constructivism is a social approach to learning that involves students in
discussion, hypothesizing, testing theories, thinking creatively, critically and
problem-solving.
● The philosophy encourages learning about how to learn as well as retaining
facts and knowledge and gives students transferable learning and
communication skills (Gray, 2019)
● With authentic learning opportunities students have the opportunity to
undertake complex tasks that they are motivated to engage with. (Hmelo-Silver
et al., 2007)
● A constructivist approach to learning and teaching sets students up to be
lifelong learners in the truest sense of the term.
 A Salient Argument Against a Constructivist
Approach to Teaching.
Critics of constructivism say that disadvantaged children lacking such resources
benefit more from more explicit instruction. The most significant disadvantage is
its lack of structure. Some students require highly structured environments to be
able to excel (WNET/Education, 2004).

Constructivism promotes a teaching style with unguided or minimally guided

instructions that ignore the importance and structure of the working memory
during learning. The constructivist approaches ignore empirical studies showing
that unguided instructions are not effective in learning environments (Alanazi,
2011).
 A Salient Argument Against a Constructivist
Approach to Teaching continued

Examples of a non-constructivist classroom would be teaching vocabulary,

routines, structured learning, and establishing guidelines and boundaries for
students' needs and challenges.
In the collaborative aspects of constructivist classrooms, not all people are given
an equal voice in a group. Usually, there is one group leader that everyone
defers to (Middlecamp, n.d.). Many times, students who do not agree are coerced
to agree with the group.
 Summary of the Arguments for and
Against a Constructivist Approach
PROS

● Assist students with developing information

● Assists students with being directed by their
curiosity rather then instruction CONS
● Students learn best by solving authentic issues and
● Students not always willing to
by securing experience in learning environment discover new knowledge
● scaffolding 'reduces the intellectual burden, ● Lack of teacher
provides master direction, and helps students responsibilities
procure disciplinary perspectives and acting' while ● Conflicts within groups
as yet permitting space for the innovative interaction (Munson, 2015)
 Cooperative Learning
● Constructivism's branch, Cooperative Learning
Theory, contains the premise that the best learning
occurs when students are actively engaged in the
learning process and collaborate with other students
to achieve a common objective (Cooperative learning,
2006)
● Cooperative learning is a type of collaborative
learning in which the group as a whole is assessed
while pupils are held personally accountable for their
Ariza, 2016
own work (Palmer, Peters, & Streetman, 2003).
 Cooperative Learning Continued
● Cooperative learning is the process
of dividing a class of students into
small groups so that they can work
together to learn a new idea (Zook,
2018)
● It is defined as an educational
system in which students work
together to achieve common goals in
order to improve their educational
experience (Ariza, 2016). Eachemapti et al., 2017
 Cooperative Learning Continued

● Through problem-solving exercises, informal

small groups, simulations, case studies, role
acting, and other [applied learning] activities,
students are able to talk and listen, read,
write, and reflect as they approach course
subject (Myers & Jones, 1993).
● The instructor's role evolves from transmitter
of knowledge to facilitator of learning when
cooperative learning is implemented in the
On Cooperative Learning (n.d)
classroom (Millis, 2002).
Cooperative Learning: Mathematics Classroom Scenario
● School children are at a point in their lives where they are impacted by their
peers, thus math cooperative learning capitalizes on this. The trick is to apply
cooperative learning at the right time. It must be matched with a suitable
quantity of direct instruction during arithmetic instruction (Cooperative
Learning for Middle School Math Class: Resilient Educator, 2020).
● After the teacher has presented the topic, cooperative learning works well.
This can be used during practice when students are collaborating to tackle an
issue. It's a good way to brush up on your skills before an exam. As the time
for testing approaches, the enthusiasm created by cooperative learning
activities can also assist engaged learners (Cooperative Learning for Middle
School Math Class: Resilient Educator, 2020).
 Cooperative Learning: Mathematics Classroom
Scenario Continued
Quiz show: Pupils are separated into heterogeneous groups in a quiz show format,
with students of varied ability levels in each group. At various stages during the
teaching process, the groups will be requested to write down quiz show questions.
The groups offer their questions to the instructor at the end of the lesson, but before
the test, and the teacher then presents them to all the groups. In a quiz show based
on those questions, the groups compete as a team against each other. This practice
encourages students to interact with the unit material on a deeper level. It also
promotes a love of learning. Finally, because instruction is still delivered in the
traditional manner, it does not negate the need to assist students in understanding
issues on an individual basis (Cooperative Learning for Middle School Math Class:
Resilient Educator, 2020).
 Cooperative Learning: Mathematics Classroom
Scenario Continued
Group Problem-Solving: The teacher will allocate groups to the students and offer
them a tough problem to complete. The students must agree on the steps,
procedure, and final answer as a group. Even though some students are more
advanced than others, if all students are engaged in the process, they will all learn
some procedures needed. When done correctly, math cooperative learning may be a
powerful tool for helping students retain topics while also improving their
enthusiasm for the subject. This should be used with instructional design strategies
to help kids learn math skills while also learning to collaborate with their peers
(Resilient Educator Editorial Team, 2020).
 Cooperative Learning Classroom Example of JigSaw
An illustration of an extremely well-known
cooperative learning movement that educators
use is a jigsaw, where every student is needed to
explore one part of the material and afterward
instruct it to different individuals from the
gathering. Just like a jigsaw puzzle, each piece or
segment is assembled toward the end, and really
at that time does the whole picture bode well.

For instance, In the Middle School Language class,

teacher will add the student A in a gathering that
has been entrusted with exploring the existence
of Dr. Seuss. In a jigsaw, Student A and the
individuals from Student A gathering would each
be answerable for exploring certain times of
his/her life. (Buhr, 2021)
 Cooperative Learning Classroom Example of
JigSaw-Continued
● Suppose there are four individuals from students A gathering. Student A is answerable for
investigating his adolescence, and different individuals from Student A gathering are liable for
different times of his/her life. At the point when Student B are done with his individual
examination, he report what figured out how to different individuals from Student A gathering.
Whenever everybody is done with their reports, Student A have a total image of his entire life
(Bryce S., 2019).
● Along these lines, jigsaw exercises are explicitly organized with the goal that the lone access any
part has to the entirety of the data is crafted by different individuals. Along these lines, if Student
A don't pay attention to somebody in his gathering, he will not have the foggiest idea about the
information and will not excel on the test that follows.
As an agreeable learning action, jigsaw gives an extremely productive approach to students to learn.
Agreeable adapting likewise has various benefits. For instance, as they cooperate, students figure out
how to mingle, tackle issues, and handle the struggle. Moreover, figuring out how to help out others is
indispensable for progress further down the road. Pretty much every organization that a student will
work for is probably going to expect them to work in a gathering sooner or later (Bryce S., 2019).
Project Based Learning
The project-based learning approach
(PBL) assists to improve
cross-curriculum skills when students
work in small collaborative groups
and performing complex tasks to
generate an authentic and realistic
result (PBLWorks, n.d.). It improves
learners’ ability to determine a
problem, in planning a project, and
their logical reasoning skills.
Penrose Elementary (n.d.)
 Project Based Learning
In PBL, the educator’s role is to lead the
teamwork, observe the learning process,
promote learners’ reflections, and let thinking
visible. Learners work on turning their
learning to new kinds of situations and
challenges and use knowledge more skillfully
in performance situations (Barron &
Darling-Hammond, 2008).

Heick, T. (n.d.)
Project Based Learning Classroom Example
This approach can be applied in the classroom for a
social studies lesson, while examining renewable
and nonrenewable natural resources, where students
find solutions and construct a project to save natural
resources. Applying to see, think, wonder routine,
teacher can help students to understand the world as
they see now, how it was, and how it will be in the
future. According to this, the teacher will support
small group discussions, where students will work
on creating possible driving questions. According to
Anonymous (2020) the leading questions, students will manage
interviews and surveys to define one leading
question for the 6 weeks of study.
 Project Based Learning Classroom Example
Continued
According to the last leading question, the students will brainstorm on what
they all need to know to construct the project. After accomplishing further
research on the resources and passing through different case studies, the
teacher will gather the students into small groups. As a group, they will
continue their project journal to document the journey and consider the same.
Every group will work on reaching a solution and preparing the final project that
will answer the leading question. The project will combine learning from a
variety of disciplines, and there will be experts from different areas to add more
inputs about designing and planning, aesthetics, items to be used, etc. at the
end, every group will display their project in front of an external client which will
give it more authenticity.
Inquiry Based Learning
Inquiry based learning draws upon social
constructivism to develop students in
constructing their own knowledge (Walker
& Shore, 2015). As constructivists think
that students gain knowledge through
constructing reality through experiences,
inquiry based learning provides students
the agency to lead the learning within
their own experiences. Arms Outstretched To Ask Questions

This becomes more social constructivism as peer learning supports inquiry through
sharing of ideas and individual experiences to benefit the group as a whole.
 Inquiry Based Learning
Teachers are facilitators to the learning
process utilising the interests of students
to direct where the learning will go;
developing real world applicable
knowledge. Through inquiry based
approaches, such as concept mapping,
scaffolding etc. learners are developed
holistically focussing on content
alongside skills and attitudes towards
learning (Krajcik et al., 2013).

Days with Grey (2020)

 The Inquiry Learning Cycle

Inquiry as a process is thought of as a cycle, in the

tuning in stage students share their background
knowledge on a topic, making their thinking visible.
Students then develop their ideas through inquiry
activities leading them to develop their understanding
of central ideas through finding and sorting out.
Once they have an understanding of content they go
further in their understanding drawing conclusions
about their cognitions and are able to take action
about the content (Cody, 2019). This could bring them
back to finding out more information beginning the
Cody (2019)
inquiry cycle again.
 Inquiry Based Learning: Classroom Scenario
In an inquiry into ocean pollution with ELL early
years PYP, students can develop their background
knowledge about animals, habitats and how we as
humans also interact with the system. In our tuning
in stage we read the wordless book ‘Where is the
Starfish?’ by Barroux. The children named the
animals and connected to their own understanding of
the ocean. As it was wordless they were able to use
the pictures and own ideas to develop the story.
They began to see that humans impacted pollution in
the ocean and thought about how that affected the
animals that lived there and even how that might
affect humans on land too.
Barroux (2016)
 Inquiry Based Learning: Classroom Scenario
This led to them thinking about taking responsibility and action to help. The inquiry
expands into actively participating in using water and toys to see how easy it would be
to clean up an oil spill. Learners concluded it was very hard to clean oil back off the
toys and pollution (other objects) made the task
harder; they realised they needed to take action
to prevent ocean pollution before it happened
rather than after it had occurred to relieve the
impact on animals and their habitats. In this
inquiry activities are designed based on the
learners’ interests and needs while developing
their critical thinking, problem solving and
questioning skills.
More Time 2 Teach (2019)
 Active Learning
Active Learning puts the student at the center of the
learning process.

● It focuses on how students learn as well as

what students learn.
● It challenges students to think and construct
their understanding.
● It encourages students to apply their learning
● The learning should be authentic and relevant
to the students.
● The learning is developmental

(Cambridge International Education Teaching and What is Active Learning (n.d.)

Learning Team n.d.; University of Leicester, 2018)
 Active Learning
Active learning engages the students in

● Skill development
● Discussion and debate
● Investigation
● Application of principles

These activities promote critical, creative and

higher-order thinking.

● Active learning promotes recall and understanding

What is Bloom’s Taxonomy? (n.d.)
as student are actively engaging with the content.
● It helps to maintain student concentration and
motivation through forming personal connections
to the learning. (Gifkins, 2015)
 Active Learning
The Active Learner's Institute. (n.d.)
In an active learning classroom students are
asked to:
● Ask and struggle with complex questions,
● Suggest and find solutions to problems
● Explain their thinking in their own words
It provides opportunities for regular and
immediate formative assessment and feedback.
(Center for teaching Innovation, n.d.)
There is a wide range of methodologies
complementing this model such as inquiry
learning, peer learning cooperative learning,
etc..
 Active Learning Classroom Scenario
Grade 3 PYP classroom
Science class using picture provocations of different biomes and ecosystems at the start
of a new unit of inquiry.
This is a pre-assessment to gauge the students’ prior knowledge and understanding.
Students are given a series of images to examine. They are encouraged to look at the
images using the routine Think, Pair, Share.
● Students are given time to think quietly and make notes about what the images
represent to them - this part is individual and it is vital that thinking time is given to
allow all students the chance to participate in the pair, share parts of the
engagement
● They share their thinking with a partner - pair
● There is a group sharing - in this class it would be a smaller group of 4-5 students to
allow everyone to have a voice - answers would be collated on chart paper - share
● A Gallery walk would follow between the groups to further share - share
 Active Learning Classroom Scenario continued
After the Think, Pair, Share engagement students will be put into groups of four for
a further Visible Thinking Routine (VTR) (Project Zero, n.d.)

They will use the routine: Think, Puzzle, Explore to actively engage with one image
of a particular ecosystem.

Students will be asked:

● What do you think this image is showing you?

● What questions or puzzles do you have about this image and what it is
showing you?
● What would you like to explore or find more out about to understand the
image better?
 Active Learning Classroom Scenario continued
The use of these two thinking routines will give the teacher an insight into student
thinking and enable her to see what students already understand, where there are gaps
in knowledge and misconceptions.

Students will

● Articulate and share their thinking

● Ask questions
● Practice communication skills working in pairs and small groups
● Develop the next steps in learning through investigating the puzzle, and explore
elements of the VTR

Students develop agency in this type of learning by having choices about what they
inquire into next which increases engagement and motivation through personal
connection (Gifkins, 2015).
Peer Learning
In its widest sense, we describe peer
learning as "students learning from and
with each other in both formal and informal
ways” (Boud, n.d). The emphasis is on the
learning process, including the emotional
support that learners offer each other, as
much as the learning task itself. The roles of
teacher and learner are set in peer teaching,
whereas they are either undefined or may
shift in peer learning. Teachers might play
an active role as group facilitators or just
initiate student-led activities like workshops
Arvanitis, 2018 or learning partnerships.
 Peer Learning
Peer-to-peer learning is a component of collaborative learning theory, which encourages students to
think more deeply in the classroom. Peer learning, according to collaborative learning theory, helps
students develop higher-level thinking, oral communication, self-management, and leadership
abilities. Students also have the opportunity to build upon their leadership and organizational skills
(Barron & Darling-Hammond, 2008, p.10-12). This approach falls under the Social Constructivism
theory by Vygotsky, which incorporates social
interaction (dialogue) to learn and develop. Here,
learners rely on one another to accomplish tasks
that they otherwise wouldn’t be able to complete
individually. Collaborative learning is key for
developing critical thinking skills, with it suggested
that students retain more information when working
in groups.
Shaw, n.d
 Peer Learning: Classroom Scenario
This approach can be applied in the PYP PE swimming lesson. According to Ward &
Ah-Lee (2005), in PE class, “peer learning occurs when students are arranged in
pairs and instructed, often specifically trained, to assist their partner to complete
instructional tasks”(p.212). Usually, the student tutor will be with advanced skills in
the specific area, he will be instructing.

● Students will practice breaststroke style of swimming.

● They will work in pairs where advanced students will be the tutors and the
beginning level students will be the tutee.
● The activity will start with demonstration from the tutor
● The tutor and the tutee will communicate and collaborate throughout the whole
activity in order to improve the swimming technique.
● The tutor will give immediate feedback, support his peer and praise him often
for his effort.
● Students will reflect over the whole learning experience and share with others.
 Peer Learning: Classroom Scenario
Reflective questions will be asked such as:

● What I’m proud of?

● What I have achieved
● What I need to improve on?

Peer learning promotes positive and engaging learning environment. These include
working collaboratively with others, taking responsibility for their own learning and
deepening their understanding of specific unit content. In studies where peer tutor
had higher skill knowledge and skill performance ability in a peer learning context,
significant and positive changes to measured outcomes of tutee occurred (Jenkinson,
et al, p.19). Additionally, those students have greater insights into learning difficulties
of their peers and learning by teaching provides great social reinforcements
(p.20).Peer learning in PE contributes to improvement in social skills, collaboration,
communication skills, positive interdependence, and individual accountability.
 Reflection on the Group Work Process
Tools we used for collaboration:
● Google Drive Folder to share
information, documents and the
presentation
● Google Slides to collaboratively
create the presentation, with
comments to offer feedback
● WhatsApp group for
communication day to day
● Moodle Group Forum for
additional communication
Evaluation of the process:
● Communication was clear and
timely
● We made contact in week one
of the project
● Roles were shared equally
● The WhatsApp chat was used
when there was any confusion
● We shared and responded to
feedback from each other
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