CONSTRUCTIVIS

JULIE D. CAMACHO,
MAED.
 CONSTRUCTIVISM
isa philosophy which enhances students'
logical and conceptual growth. The
underlying concept within the constructivism
learning theory is the role which experiences
or connections with the adjoining atmosphere
play in student education.
CONSTRUCTIVISM
argues that people produce
knowledge and form meaning
based upon their experiences.
CONSTRUCTIVISM
The constructivist approach views
learning as a process of constructing
meaning which is greatly influenced by
the learners accumulated experiences
and understandings.
 CONSTRUCTIVISM
 It
is likewise viewed as a social process in
which learners construct meaning through the
“interaction of prior knowledge and new
learning events.” as an active process the
learner continuously revise past learnings and
“reconstruct” concepts as they interact daily
with the environment.
CONSTRUCTIVISM
 Constructivism is anchored on the
assumption that “the absorption or
assimilation of knowledge is somewhat
personal and therefore no two learners
can build up the same meaning out of one
situation.”
CONSTRUCTIVISM
 Knowledge therefore is the result of
learners own construction of reality.
 It involves “a continuous creation of rules
to explain an observation, and in the
process, checks new information against
prior knowledge to come up with a new
understanding.”
 CONSTRUCTIVISM
Two of the key concepts within the
constructivism learning theory which
create the construction of an
individual's new knowledge are
accommodation and assimilation.
 ASSIMILATION
 Assimilatingcauses an individual to incorporate
new experiences into the old experiences. This
causes the individual to develop new outlooks,
rethink what were once misunderstandings, and
evaluate what is important, ultimately altering
their perceptions. 
 ACCOMMODATION
 Accommodation, on the other hand, is reframing the
world and new experiences into the mental capacity
already present. Individuals conceive a particular
fashion in which the world operates. When things do
not operate within that context, they must
accommodate and reframing the expectations with
the outcomes.
 ROLE OF THE
TEACHERS
 Instead of giving a lecture the teachers in this theory
function as facilitators whose role is to aid the
student when it comes to their own understanding.
This takes away focus from the teacher and lecture
and puts it upon the student and their learning. The
resources and lesson plans that must be initiated for
this learning theory take a very different approach
toward traditional learning as well.
ROLE OF THE
TEACHERS
 Instead of telling, the teacher must begin
asking. Instead of answering questions that
only align with their curriculum, the
facilitator in this case must make it so that
the student comes to the conclusions on
their own instead of being told.
 ROLE OF THE
TEACHERS
 Also,teachers are continually in conversation with
the students, creating the learning experience that is
open to new directions depending upon the needs of
the student as the learning progresses. Teachers
following Piaget's theory of constructivism must
challenge the student by making them effective
critical thinkers and not being merely a "teacher" but
also a mentor, a consultant, and a coach.
 ROLE OF THE
TEACHERS
 Instead of having the students relying on someone
else's information and accepting it as truth, the
constructivism learning theory supports that
students should be exposed to data, primary
sources, and the ability to interact with other
students so that they can learn from the
incorporation of their experiences.
 IMPACTS OF CONSTRUCTIVISM
TO LEARNING
The classroom experience should be an
invitation for a myriad of different
backgrounds and the learning experience
which allows the different backgrounds to
come together and observe and analyze
information and ideas.
 IMPACTS OF CONSTRUCTIVISM
TO LEARNING

 The constructivism learning theory will allow children to, at

an early age or a late age, develop the skills and confidence
to analyze the world around them, create solutions or
support for developing issues, and then justify their words
and actions, while encouraging those around them to do the
same and respecting the differences in opinions for the
contributions that they can make to the whole of the
situation.
IMPACTS OF CONSTRUCTIVISM
TO LEARNING

Classroom applications of
constructivism support the
philosophy of learning which
build a students' and teachers'
understanding.
TEACHING
STRATEGIES
1. In introducing the lesson, find
connection with the previous
one through a review or a
recount of observations done on
a past learning activity.
 TEACHING
STRATEGIES
2. Inquiry teaching suits the constructivists. The
teacher poses a problem, ask questions and
facilitates free probe into a particular subject.
Both teacher and students engage in open
discussions and dialogue, honest exchange of
ideas and collaboratively draw conclusions.
TEACHING
STRATEGIES
3. Reflection is an important activity wherein the
learner recaptures an experience, thinks about it
and evaluates it. Through an analysis of
experiences, new understandings and insights are
gained. After a learning activity, the teacher must
allow time for reflection. Only then will the
experience gained be useful in arriving at new
interpretations and conclusions.
TEACHING
STRATEGIES
4. Plan learning activities that will develop
critical thinking skills, creativity and
innovativeness such as performing own
experiments and in-depth investigations.
Research activities likewise promote the
search for new information based on prior
knowledge.
TEACHING
STRATEGIES
5. Since construction and reconstruction of
meanings in an active and uniquely individual
process, students must be encouraged to work
independently. They must be allowed to test
their own ideas. Self-discovered information
create more meaningful concepts.
Thank You!