Constructivism in the

classroom
By:
Jennifer Andersen
Marc Cardinale
Natalina Marti

What is Constructivism ?
Constructivism is not a new concept, it has been around since the
turn of the century and was supported by:

John Dewey, who was an American psychologist, philosopher,

educator, social critic and political activist.

Jean Piaget, who based his view of psychological development

of children such that a child contructs understanding through
many channels: such as reading, listening, exploring and
experiencing his or her environment.
Lev Vygotsky, a Russian psychologist and philosopher and is
associated with the social constructivist theory. He believed that
the influences of cultural and social contexts played an
important part in learning and supports a discovery model of
learning.

Constructivismis:
Constructivism is child-centered, rather than
curriculum based,
Constructivism focuses on knowledge construction,
not knowledge reproduction,
It is a belief that one constructs knowledge from one's
experiences,
Everyone's view of the external world differs from
others because of their unique set of experiences,
The ideas and interests of children drive the learning
process,
Teachers are flexible- they are the facilitator,

Constructivism is con't:

Students construct new understandings using what

they already know, and prior knowledge influences
what new or modified knowledge they will construct
from new learning experiences,
Learning is active rather than passive,
Children may need different experiences to advance to
different levels of understanding.
"a focus on student-centered learning may well be the
most important contribution of constructivism." (1)
(1)ThePracticeImplicationsofConstructivismbyWesleyA.HooverPublishedinSEDL LetterVolumeIX,
Number3,August1996,Constructivism

Jean Piaget - The learner is advanced through

three mechanisms

According to Jean Piaget the three mechanisms used are:

1. Assimilation - fitting a new experience into an exisiting
mental structure(schema).
2. Accomodation - revising an exisiting schema because of
new experience.
3. Equilibrium - seeking cognitive stability through
assimilation and accomodation. (p. 95)
Santrock,JohnW.;2010;Adolescence;McGraw-HillCompany,NewYork

Lev Vygotsky - associated with the

social constructivist theory
1.Making meaning-thecommunityplacesacentralrole,and
thepeoplearoundthestudentgreatlyaffectthewayheorshe
seestheworld.

2.Tools for cognitive development-thetypeandqualityof

thesetools(culture,language,importantadultstothestudent)
determinethepatternandrateofdevelopment.

3.The Zone of Proximal Development-problemsolving

skillsoftaskscanbeplacedintothreecategories:Those
performedindependentlyby the learner. Those that cannot
beperformedevenwithhelp.Thosethatfallbetweenthetwo
extremes,thetasksthatcanbeperformedwithhelpfrom
others.

Santrock,JohnW.;2010;Adolescence;McGraw-HillCompany,NewYork

traditional vs constructivist classroom

http://userwww.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/classroom.htm

TraditionalClassroom
Studentprimarilyworkalone

Curriculumispresentedparttowhole,
withemphasisonbasicskills
Strictadherencetoafixedcurriculum
Curricularactivitiesrelyheavilyon
textbooksofdataandmanipulative
materials
Studentsareviewedas"blankslates"
Teachersgenerallybehaveinadidactic
manner,
Teachersseekthecorrectanswersto
validatestudentlessons.
Assessmentofstudentlearningis
viewedasseparatefromteachingand
occursalmostentirelythroughtesting.

ConstructivistClassroom

Studentsprimarilyworkingroups
Curriculumispresentedwholetopartwith
emphasisonthebigconcept
Pursuitofstudentquestionsishighly
valued.
Studentsareviewedasthinkerswith
emergingtheoriesabouttheworld
Teachersgenerallybehaveasfacilitators
Teachersseekthestudent'spointofview
inordertounderstandstudentlearningfor
uselateron
Assessmentofstudentlearningis
interwovenwithteachingandoccurs
throughteacherobservationofstudentsat
workandthroughexhibitionsand
protfolios.

Principles

of Constructivism

10basicguidingprinciplesofconstructivistthinkingthateducators
mustkeepinmind:

1. Ittakestimetolearn
Learningisanactiveprocessinwhichthestudentconstructs
meaningoutof
Peoplelearntolearn
Learninginvolveslanguage
Learningisasocialactivity
Learningiscontextual
Theactofconstructingmeaningismental
Everyoneneedsknowledgetolearn
Learningisnotthepassiveacceptanceofknowledgeittakeswork
10.Motivationisamajoraspectoflearning
http://userwww.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/principles.htm

Constructivism and Technology

instructiongoesfromwholeclasstogroups
facilitatingratherthanlecturing
strongerstudentsmayworkindependantlywhileweaker
orstrugglingstudentsgettheextrahelpthattheyneed
studentsareengagedmoreandlearntoworkwithothers
studentsaremorecooperativeandlesscompetative

Withtheeverychangingclassroomandtechnologyitonly
makessensetousesomeoftheconstructivisms'ideastohelp
studentslearn.

Pros & Cons of Constructivism

Cons

Pros

studentsoftenlikewhen
theyarepartofthe
decisionmakingprocess
ahigherlevelofthinking
occures
studentslikehands-on
activities
studentsfeelasenseof
ownershipwhenhand-on
learningoccuresrather
thenjustbeingtold
something

beliefthatlearningis
basedonthestudents
abilitytodiscovernew
knowledge
teachersmaynottake
responsibilityforpoor
learning
mayleadstudentstotake
amajorityrulesattitude
ratherthenanindividual
approachtodecision
making

ConstructivismGraphicOrganizer

5 E Model English Lesson

Indicator: Introduce yourself to a classmate and

learn new information about them.

Objective: The student will write a paragraph about

themselves to share with a classmate. After the
students read their paragraphs to a partner, the
student will ask their partner questions to get to
know them even better. Then they will present their
findings to the class by telling them about their
partner.

5 E Model English Lesson

Outcomes: The students will be able to use their

new knowledge of interviewing to share information
about themselves to a classmate and then present
to the class. They will have learned about each
classmate.
Grade: 4th
Materials: Paper, pencils, list of questions about
themselves.

Engagement

Have the students line up in order of birthdays (from

youngest to oldest). The students will pair up in
twos based upon who they are next to.
The students will write a paragraph about
themselves, using the list of questions as a guide to
tell them what to include. The students will write
their paragraphs and then come up with questions to
ask their partner about other aspects of their lives.

Exploration
The students will read their paragraphs to their
partners and ask questions that they would like to
know.

The students will take notes on their classmates

responses

Explanation
When the students are done sharing then they will
share their findings with the class by introducing
their partner to them. They students will tell the
class what they found out about them.

Each group will have to participate but the teacher

will call on volunteers first if any exist.

Extentions

After each group introduces each other, the class will

ask additional questions that they come up with
about their classmates.

Evaluation
The teacher will ask each student to say one thing
that they learned about at least one student in the
class.

References
http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLess
on.html
http://www.weac.org/News_and_Publications/education_news/19961997/under.aspx
http://www.sedl.org/pubs/sedletter/v09n03/practice.html