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CONSTRUCTIVISM AND
LEARNER-CENTERED
TEACHING

Subject : EDUC 100 Presented by: GROUP 3

 CONSTRUCTIVISM
Constructivism is a theory in education which posits that individuals or learners do
not acquire knowledge and understanding by passively perceiving it within a direct
process of knowledge transmission, rather they construct new understandings and
knowledge through experience and social discourse, integrating new information
with what they already know (prior knowledge).
• In constructivism, the learner actively constructs his/her knowledge making
connections between existing schema (or knowledge) and his/ her personal
experiences.
• There is meaning attached to the objects or events going on in the
environment.
• Constructivists believe that there is this process of personal interpretation
going on in each learner's mind when they see things or events in the
environment, including attending lectures, reading books, watching a
model, or watching media.
• The brain has its own strengths and limitations depending on the
resources the brain has to interpret things in the environment.
TRADITIONAL VS CONSTRUCTIVIST
CLASSROOM
 DEMONSTRATION ONLY

What is a Heterogeneous Mixture?

Heterogeneous mixtures have visually distinguishable components

What is a Homogeneous Mixture?

Homogeneous mixtures appear uniform throughout
 THE NATURE OF LEARNING

1. Learning is incremental because active and deliberate learning requires focus in

our working memories, and this has a very limited capacity.
• Therefore, we can process only a limited amount of material at a certain time.
We learn things in chunks of information.

• A beginner may learn new things at a slower pass or learn only a small amount
of information given at the same time.
• Learning occurs through a series of additions of small sized information.
2.Learning is interpretive. Therefore, meanings are not directly communicated in
words, gestures, symbol drawings, or other representations.
• Language is a very convenient of communication, especially if someone speaks
the same language as we do.

• Meaning-making always takes place in the mind of a person being communicated to.
• The leaners must make sense of words, phrases, intonation, body language, hand-
pointing, diagrams, hand-waving, words are written on the board, drawings, pictures,
films, or models used by the teacher, let alone try to decipher numerals or letters written
on the board with very bad penmanship.
3.Learning is iterative. This means that there is iteration or repetition.
• As we go through life, we constantly build up our interpretive resources so we
can make sense of the world.
• If you are an expert in one are, you can learn information very effectively.

• However, if you have a misconception and this is not corrected from the very start,
you may have difficult time trying to change the direction of your thoughts.
• Learners adapt their models of understanding by reflecting on their prior
knowledge or by resolving their misconceptions.
HOW TO CHANGE MISCONCEPTIONS
FOUR DIMENSIONS TO CHANGING MISCONCEPTIONS:

1. ACCEPTANCE
We may know some things exist without believing in them, like folk tales or
superstitions. We know that they are out there but we do not believe them.

2.CONNECTEDNESS
You would believe something new if it is connected or if it fits into your
existing concepts. It is very difficult to change what you think if you know
things only in isolation.
HOW TO CHANGE MISCONCEPTIONS
FOUR DIMENSIONS TO CHANGING MISCONCEPTIONS:

3. MULTIPLICITY
A person learns things by integrating them with different interpretive resources. Many
different resources might be brought into mind to understand a certain topic. Sometimes,
people have multiple ways of thinking about things.

4. IMPLICITNESS
This is all about having things that are implied but not necessarily plainly expressed.
It is acting in the background, giving intuition. There may be some correct scientific
explanation on why our intuition is correct that we are not aware of and we cannot
explain it.
CONSTRUCTIVISM TYPES AND THEORISTS

Constructivism

Individual Cognitive Social Constructivism

Constructivism (Dewey, Vygotsky)
(Piaget)

Radical Cultural Critical

Constructivism (von Constructivism Constructivism
Glasersfeld) (Hutchinson) (Fluery)
 CONSTRUCTIVISM TYPES AND THEORISTS

a) Cognitive Constructivism - states that knowledge is actively constructed by learners

based on their cognitive capacities, relative to their stage of cognitive development.

John Dewey (1922/1998) - is known as the philosophical founder of cognitive

constructivism.
 CONSTRUCTIVISM TYPES AND THEORISTS
Jean Piaget (1972) - He is known for his Theory of Cognitive Development and
Developmentally Appropriate Practice.
• Another implication of his theory of cognitive development is the Constructivist
Teaching. In constructivist teaching, teachers minimize but not completely eliminate
the role of the adult.
• Teachers provide experiences, ask questions, provoke discussions, experimentation,
encourage reflection, and minimize lecturing of facts. Many teaching methods are
based on constructivism, like project-based learning, problem-based learning, inquiry-
based learning, experiential learning, discovery transformational approach, teaching
for understanding, and so on.
 CONSTRUCTIVISM TYPES AND THEORISTS
Jerome Bruner (1990)- is the theorist behind Discovery Iearning.
-Curriculum planning should be carefully designed so that one area builds upon the
other, where learning is a process of discovery, allowing the learners to construct
knowledge while building their existing knowledge upon the other.
- Instruction should therefore be: (d) concerned with experiences that would make the
students motivated and ready to learn: (2) structured in a spiral organization; and (3)
designed so students can easily extrapolate to go beyond the base information given.
 CONSTRUCTIVISM TYPES AND THEORISTS
We build understanding
b) Social Constructivism
together
is a theory that says knowledge is constructed
through interaction with others.
• They believe that knowledge is constructed,
Social not merely applied, but they take into account the
Constructivism influence of the social interactions and cultural
contest. learning in a collaborative process.

Everyone builds their own

understanding
 CONSTRUCTIVISM TYPES AND THEORISTS
Lev Vygotsky (1978) - He is responsible for the sociocultural theory. The key contribution
of his theory is the emphasis on the role of social interactions in cognitive development. His
other contributions are the concept of Zone of Proximal Development and private speech.
He believes that social interaction with other contributes to constructivism. He says culture
determines what students learn, how they learn it, and what materials are available to learn
it.
• Vygotsky (1987) proposed that private speech in children correlates with rates of social
interaction. He said that when children are raised in mentally stimulating and language
stimulating environments, the earlier these children engage in private speech. Considering
the children from higher socioeconomic status (SES).
 CONSTRUCTIVISM TYPES AND THEORISTS

• Vygotsky talked about the Zone of Proximal Development (ZPD), or the zone of the
next development. This is outside the learner's current proficiency to work alone, but an
area where he/she can make progress if he/she is given sufficient support or scaffolding.
• The difference between what the learner can achieve by himself/herself, and what he/she
can achieve with the help of a more capable person (a more competent peer, the teacher,
or another adult). This is done by scaffolding, which is providing support and adjusting
the support needed depending on the child's current level of performance.
ZONE OF PROXIMAL DEVELOPMENT
CONSTRUCTIVISM TYPES AND THEORISTS

Albert Bandura (1961)

•Albert Bandura is an American well-known for
the "Social Cognitive Theory" his modeling
behavior experiment on aggression known the
Bobo Doll, as well as Vicarious Learning.
SOCIALCOGNITIVE THEORY (SCT)

• is an interpersonal level theory developed by Albert Bandura that

emphasizes the dynamic interaction between people (personal factors), their
behavior, and their environments.

• Bandura stresses the importance of observational learning, imitation, and

modeling. These integrate a continuous, dynamic, reciprocal interaction
between behaviors (B), personal (P) factors, and the environment (E).
 SOCIAL LEARNING THEORY

There are four elements to

social learning theory:

A-Attention: awareness
R-Retention: remembering
behavior
M-Motor Reproduction:
ability to replicate
M-Motivation: will to
emulate the behavior
SOCIAL COGNITIVE THEORY: MODELING

• Models can be real people (teachers, parents, idols and successful

person etc.)

•Models can also come from media: books, TV, Magazine

•Models can influence behavior: positively or negatively (Schunk,

2012).
 THE BOBO DOLL MODELING EXPERIMENT

Albert Bandura made a video of a woman being aggressive to a

Bobo doll by hitting it and shouting violent words. This was
shown to a group of children. Afterward, the children were
allowed to play in the room with the same doll. The children
started beating up the doll, imitating what they watched in the
video. This shows that not all behavior is redirected by
reinforcement or rewards. The children did not receive any
encouragement or incentves to beat up the doll.
 THE BOBO DOLL MODELING EXPERIMENT
This modeling or learning observing. The
primary function of the model (like the woman
in the video) is to transmit information to the
observer. The model behavior can: 1) serve as
cues or prompts to initiate similar behaviors in
others, 2) strengthen or weaken the learner's
existing restraints again the performance of
the modeled behavior, and 3) he used to
demonstrate new patterns of behavior.
 VICARIOUS LEARNING

Vicarious learning refers to the process of acquiring knowledge, skill, or

behavior by observing others rather than through direct personal experience. It

involves learning from the success, failure, or action of others, typically though

social modeling or media exposure. In this process, we can acquire new

information & skill without having to undergo our own trial-and-error.

• Parents should monitor what children watching on television and other media.

• Punished administered to a model in opposite direction. A lack of punishment,

however, makes the observer think that the inappropriate behavior is acceptable.

• Teacher can model behavior for students to learn how to do things. They

should also be aware of their action behavior and attitudes.

In learning from models, direct reinforcement is the positive reinforcement produced by
the observer's imitation of the model.
•Self-reinforcement - happens in situations where a person has established standards for
their own behavior, and they evaluate their behavior in relation to those standards.
•Self-efficacy - is the belief of a person in his/her own ability to produce desired results
by himself/herself.
• Mastery, modeling, and persuasion or encouragement can help increase the self-

efficacy of the observer.

• Implications:

• Parents and teachers can enrich a child's environment with models that they would

like their child to emulate. Adults should focus on what they wish the child would

gain, and avoid what they do not want the child to know.
 CONNECTIVISM
is about learning in the digital age. It emphasize how
different internet apps,program and websites contribute to
additional way of learning.
 LEARNER-CENTERED TEACHING/
CONSTRUCTIVISM AND ITS IMPLICATIONS FOR
TEACHING
LEARNER-CENTERED TEACHING
• Inverting the traditional teacher centered teaching
• Understanding of the learning process and putting students at the center of
the learning process.
• Shifts the focus on the activity from the teacher to the learners.
 LEARNER-CENTERED TEACHING/
CONSTRUCTIVISM AND ITS IMPLICATIONS FOR
TEACHING

• Emphasize what the learner DO or NOT what the teacher does.

• Focuses on skills and practices in a life long learning, creative, thinking
and independent problem solving.
• Insist the learners to actively construct their own knowledge .
 CHALLENGES OF IMPLEMENTING LEARNER-CENTERED
TEACHING

1. Resistance to Change

2. Time and Resource Constraints

 ADVANTAGES AND
DISADVANTAGES OF
CONSTRUCTIVIST LEARNING
BSED ENGLISH 1 Finish
ALPHA

THANK YOU

Subject : EDUC 100 Presented by: GROUP 3