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    Constructivist learning theory proposes that learning is an active process where learners construct new ideas based on their current and past knowledge. Specifically, it involves assimilation of new information into existing cognitive schemas (mental frameworks) and accommodation which is the process of changing an existing schema when new information cannot be assimilated. The implications of constructivism for teaching include sequencing content from simple to complex, providing scaffolding to support students in their zone of proximal development, and allowing students to take an active role and move from novice to expert through hands-on learning and practice.

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    An introduction to constructivism and its applications in learning and teaching

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    Constructivist learning theory proposes that learning is an active process where learners construct new ideas based on their current and past knowledge. Specifically, it involves assimilation of new information into existing cognitive schemas (mental frameworks) and accommodation which is the process of changing an existing schema when new information cannot be assimilated. The implications of constructivism for teaching include sequencing content from simple to complex, providing scaffolding to support students in their zone of proximal development, and allowing students to take an active role and move from novice to expert through hands-on learning and practice.

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    4 views18 pages

    02 Constructivism

    Uploaded by

    h.kanasa
    Constructivist learning theory proposes that learning is an active process where learners construct new ideas based on their current and past knowledge. Specifically, it involves assimilation of new information into existing cognitive schemas (mental frameworks) and accommodation which is the process of changing an existing schema when new information cannot be assimilated. The implications of constructivism for teaching include sequencing content from simple to complex, providing scaffolding to support students in their zone of proximal development, and allowing students to take an active role and move from novice to expert through hands-on learning and practice.

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    of 18

    Constructivist learning theory

    Dr Harry Kanasa
    Learning objectives
    Define schema, assimilation and accommodation

    Describe the major tenets of constructivism

    Justify constructivism as a theory

    Explain the implications of constructivism for teaching


    Theory
    An interconnected system of ideas, with internal and external logical
    consistency, and supported by multiple lines of evidence, that has
    explanatory and predictive powers

    Explanatory power: can explain established phenomena, what we


    already know
    Predictive power: generates (testable) hypotheses, “based on what we
    know, we predict the following”
    Constructivism: Piaget

    Jean Piaget

    Schema, assimilation and accommodation


    Learning according to constructivism

    Assimilation Accommodation

    Adding more and more material to your schema You have a fundamental shift
    makes it larger and more richly connected if your understand and your
    new understanding is
    completely transformed
    Aha moment
    Mind blown
    Clouds part
    Moment of pure
    clarity

    The getting of wisdom

    epiphany
    Penny drops

    The way you now see and think of the world has completely changed
    Play from 1:50 – single neuron
    Neurons

    How do neurons connect to each other?


    Firing neurons: play from 1:20

    Learning at the cellular level


    How memories form and fade
    How boredom helps you do your best thinking
    See Bisra et a., (2018)
    Tenets of constructivist teaching

    • Learners move from being a novice to an expert in


    everything they do

    • How fast you move depends on your ‘time on court’ Ericsson

    • 10,000 hours to become an expert…(with deliberate


    practice)

    • The role of the teacher is to help ALL students move along


    their developmental continua
    Constructivist implications for sequencing
    Simple ideas Complex ideas
    Easy tasks Hard tasks
    Slower pace Faster pace
    Fewer ideas More ideas
    We move students
    Simple vocab along their Rich vocab
    Everyday language continuum by Technical language
    Familiar scaffolding Unfamiliar
    Concrete Abstract
    Single factor Multi factor
    Dependence Independence
    Expert
    Novice
    The Zone of proximal development
    The ‘zone’ just beyond what a learner
    is currently able to achieve, and is achievable if they
    possible with adequate scaffolding push
    big push

    Lev Vygotsky

    achievable if they x
    coast x x x
    x x x
    x x x x x
    x x x x x x
    x xx x x x x x x x
    novice expert
    Wilson et al. (2019)
    Yes, but how will
    understanding
    constructivism help
    ME in my learning?
    Learning objectives

    Define schema, assimilation and accommodation


    Describe the major tenets of constructivism
    Justify constructivism as a theory
    Explain the implications of constructivism for
    teaching

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