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Executive Summary: Constructivism

Hugo Olvera-Leija

Post University

EDU603: Curriculum 2.0

Dr. Jennifer Wojcik

March 24, 2024

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Executive Summary: Constructivism

Objective

The chosen educational philosophy is constructivism, which asserts that learning is an

active and constructive process. As a substitute teacher who works with high school students

across various subjects in Lake County, Florida, I find the Constructivist approach particularly

relevant and effective. This concept posits that learners construct their own understanding of the

world by experiencing it and reflecting on those experiences (Shah 2019). Emphasizing social

interaction and real-world problem-solving skills are vital for this philosophy to create more

engaging approaches toward education (Loveless, 2023). Constructivism promotes student

engagement levels by prioritizing interactions; therefore, education is focused on the students

rather than on teachers, resulting in a better learner experience as they take ownership of their

journeys.

Constructivism aligns with my teaching goals of enhancing students’ critical thinking

skills and nurturing effective collaboration. It supports the idea that critical thinking and

problem-solving abilities are not only academic but also vital life skills necessary for navigating

real-world complexities (Loveless, 2023). Constructivism recognizes the significance of creating

authentic learning experiences that bridge theory and practice, as Jacobs and Lie (2022) posit,

promoting teamwork and communication between learners, which aligns with my objective to

cultivate a sense of community within our classroom. As a substitute teacher tasked with

instructing diverse high school students in Lake County, Florida, I utilize constructivism as it

stimulates an engaging and inclusive learning environment that promotes critical thinking skills,

active participation, and teamwork. Adopting such pedagogy provides me with a flexible
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framework that enables the adaptation of teaching tactics to cater to my students' varying needs

and interests while considering their unique learning styles.

Summary of Findings

Given my role as a substitute teacher working with diverse high school students across

various subjects in Lake County, Florida, the Constructivist philosophy is well-suited to my

teaching context. Its emphasis on student-centered learning acknowledges the unique needs and

backgrounds of each learner. To explore this approach further, I found an informative article

titled "Effective Constructivist Teaching Learning in the Classroom" by Shah (2019), which

examines both benefits and potential issues with constructivist teaching practices. Shah (2019)

argues that careful planning and implementation can lead to improved student engagement and

positive outcomes across different classroom settings by promoting active learning and critical

thinking. The underlying principle behind constructivism is that learners play an essential part in

actively creating their understanding based on their experiences over time (Loveless, 2023). As

someone who aims to enhance students' critical thinking skills regardless of the subject matter or

topic covered within classrooms, the idea of supporting active knowledge construction strongly

resonates with me and provides an excellent framework for establishing empowered learners

under any circumstances.

Constructivism encourages social interaction and collaboration, which supports my goal

of nurturing effective collaboration among students. Supporting this, the article “Constructivist

Learning Theory and Creating Effective Learning Environments” by Zajda (2021) discusses how

the use of constructivist learning theory in schools can create effective collaborative learning

environments for all students. Constructivism suggests that knowledge and critical thinking skills

are actively constructed, with individual learning being an engaged process within the classroom.
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It is a vital concept in creating effective global school environments (Zajda, 2021). The peer-

reviewed evidence presented validates constructivism's appropriateness to my teaching context

by emphasizing student agency and collaboration initiatives, instilling essential critical thinking

proficiencies crucial for students' success in today's rapidly changing world.

Analysis

My teaching practices will integrate the Constructivist philosophy by creating learning

environments that prioritize active engagement, social interaction, and real-world problem-

solving. Notably, the idea proposed by Zajda (2021) highlights how critical thinking skills are

actively constructed while individual learning is cultivated in a participatory classroom

environment. Accordingly, I aim to enhance students' analytical skills across all subjects with

interactive activities tailored towards analysis, interpretation, and problem-solving for

constructing knowledge individually. Moreover, I aim to promote social interaction and

teamwork among students through open conversations within classrooms. According to Shah

(2019) and Loveless (2023), social interaction is a crucial aspect of cognitive development. My

teaching approach will involve encouraging collaborative learning through group projects and

discussions to align with this belief. Engaging in such activities would enable students to share

their ideas, engage in critical thinking, and promote collective understanding among themselves.

My plan for integrating Constructivist philosophy into my teaching practice involves

facilitating a supportive learning environment that encourages students to solve real-world

problems. To this end, I will adopt group discussions, project-based learning, and peer-review

sessions, as recommended by Mebert et al. (2020). Group discussions are designed to foster a

sense of community while promoting mutual respect among students who share different views

on various topics (Jacobs & Lie, 2022). Project-based learning activities will engage learners in
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applying knowledge acquired from class lessons in real-world problem-solving tasks via

collaborative efforts, while peer review sessions will offer opportunities for reflective thinking

through constructive feedback exchanges between classmates. By creating such environments

where academic growth is not emphasized at the expense of social and emotional development, I

hope to provide an all-round educational experience that supports a balanced character formation

amongst pupils under my care.

Recommendations

The impact of constructivism on teaching and learning extends far beyond my classroom

as it encourages a shift from teacher-centered to learner-centered education, promotes the

integration of real-world experiences into the learning process, facilitates social interaction and

collaboration, and enhances differentiated instruction. Adopting a learner-centered approach

empowers students with ownership over their educational journey, promoting independence, self-

confidence, and lifelong skills (Jacobs & Lie 2022). Teachers can then serve as facilitators

guiding students in exploring knowledge construction, furthering this collaborative atmosphere.

Mebert et al. (2020) illustrate that integrating relevant real-world experience motivates learners

to improve academic performance substantially. By fostering a climate that motivates students to

assume responsibility for their education, it is possible to generate a cohort of independent,

confident, and perpetual learners who are equipped to confront real-world obstacles.

The emphasis on social interaction and collaboration in constructivism will help me

foster a sense of community and cooperation within the classroom. This sense of community and

cooperation can enhance students' social and emotional learning, improve their communication

and teamwork skills, and promote a positive and inclusive learning environment. Lastly,

constructivism aligns well with the principles of differentiated instruction, which cater to the
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diverse needs of students. Zajda (2021) argues that by acknowledging the diverse ways in which

students construct their own understanding and knowledge, constructivism can support the

implementation of differentiated instruction strategies, thereby promoting inclusivity and equity

in education. In sum, the philosophy of constructivism has the potential to bring about significant

improvements in my teaching and learning practices in my classroom and broader educational

contexts.

Conclusion

The overall implications of my findings suggest that the Constructivist philosophy,

emphasizing active learning, critical thinking, and collaboration, is highly relevant and effective

for my teaching context as a substitute teacher working with diverse high school students across

various subjects. This philosophy aligns with my teaching goals and beliefs, and it provides a

solid theoretical foundation for my curricular and instructional choices. Incorporating

constructivism into my teaching approach will shape my curriculum in several ways, including

guiding learning activities that promote active engagement, critical thinking, and collaboration. It

will also support the implementation of differentiated instruction strategies that cater to the

diverse needs of my students. Furthermore, it will inform my assessment practices, encouraging

me to use assessments not just as a tool for measuring students’ learning outcomes but also as a

tool for supporting their learning process.

Reflecting on the significance of incorporating this philosophy into my teaching

approach, I believe that it will enhance the quality of my teaching and the effectiveness of my

students’ learning. It will help me create a learning environment that is engaging, inclusive, and

conducive to deep understanding. It will also equip my students with essential skills that

transcend the classroom, preparing them for future academic pursuits and real-world scenarios.
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Ultimately, by embracing the Constructivist philosophy, I aim to contribute to the development

of effective, inclusive, and engaging learning environments that cater to the diverse needs of all

students. In sum, the philosophy of constructivism has the potential to bring about significant

improvements in teaching and learning practices, not only in my classroom but also in broader

educational contexts. By promoting active learning, critical thinking, collaboration, and

differentiated instruction, constructivism can contribute to the development of effective,

inclusive, and engaging learning environments that cater to the diverse needs of all students. This

philosophy will shape my curriculum and teaching approach, guiding my instructional choices

and promoting a learning environment that is inclusive, engaging, and effective in preparing

students for future academic pursuits and real-world scenarios. As I continue to refine my

teaching practices and develop my curriculum, I will carry these insights with me, using them to

inform my decisions and actions in the classroom.

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References

Jacobs, G. M., & Lie, A. (2022). Toward student-centered teacher education programs. Journal

of International and Comparative Education, 11(2), 93–105.

https://doi.org/10.14425/jice.2022.11.2.1205

Loveless, B. (2023, April 14). 15 Learning theories in education (A Complete Summary).

Education Corner. https://www.educationcorner.com/learning-theories-in-education/

Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Slater, J., &

Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative

project across disciplines and institutions. Higher Education Pedagogies, 5(1), 30–51.

https://doi.org/10.1080/23752696.2020.1750306

Shah, K. R. (2019). Effective constructivist teaching learning in the classroom.

https://files.eric.ed.gov/fulltext/ED598340.pdf

Zajda, J. (2021). Constructivist learning theory and creating effective learning environments.

Globalization, Comparative Education and Policy Research, 25(25), 35–50.

https://doi.org/10.1007/978-3-030-71575-5_3