Contructivism Approach

Constructivist ApproachReinze L. VitoJhonalyn Gonowon

ou cannot teach a man anything;ou can only help him find it within himselfYY

“”

Is group activity a reliable assessment method?“ ”

THE ARGUMENT

Constructivism

Constructivism says that people construct their own understanding

and knowledge of the world through experiencing things and reflecting on

those experiences.

Constructivism

based on the belief that learning occurs as learners are actively

involved in a process of meaning and knowledge construction rather than

passively receiving information

Constructivism

• Learning is an active process• Knowledge is constructed from (and

shaped by) experience• Learning is a personal interpretation

of the world

Characteristics

• According to Audrey Gray– the learners are actively involved– the environment is democratic– the activities are interactive and

student-centered– the teacher facilitates a process of

learning in which students are encouraged to be responsible and autonomous

Activities

FilmsFilms

Field TripsField TripsClassDiscussion

ClassDiscussion

Experimentation

Experimentation

Research ProjectsResearch Projects

Filmsprovide visual context and thus bring another sense into the learning experience

Class Discussionone of the most important distinctions of constructivist teaching methods

Field Tripsallows students to put the concepts and ideas discussed in class in a real-world context.

Research Projectsstudents research a topic and can present their findings to the class

Experimentationstudents research a topic and can present their findings to the class

Traditional Classroomvs.

Constructivist Classroom

Traditional Classroom Constructivist Classroom

Begins with parts of the whole -- emphasizes basic skills

Begins with the whole –expanding to parts

Strict adherence to fixed curriculum

Pursuit of student questions / interest

Textbooks and workbooks Primary sources / manipulative materials

Instructor gives/ students receive Learning is interaction‐building on what students already know

Instructor assumes directive, authoritative role

Instructor interacts / negotiates with students

Assessment via testing / correct answers

Assessment via student works, observations, points of view, tests. Process is as important as product

Knowledge is inert Knowledge is dynamic / changes with experiences

Students work individually Students work in groups

Role of Teachers

ScaffoldingScaffolding

CoachingCoaching

ModelingModeling

• the most commonly used instructional strategy

ModelingModeling

There are two (2) types of modeling:

1.Behavioral Modeling2.Cognitive Modeling

• naturally and necessarily involves responses that are situated in the learner’s task performance

CoachingCoaching

• a more systemic approach to supporting the learner, focusing on the task, the environment, the teacher, and the learner

ScaffoldingScaffolding

Assessment Methods

Summary

1.Shifts emphasis from teaching to learning2.Individualizes and contextualizes

students’ learning experiences3.Helps students develop processes, skills

and attitudes4.Considers students’ learning styles5.Focuses on knowledge construction, not

reproduction6.Uses authentic tasks to engage learners

7. Provides for meaningful, problem‐based thinking

8. Requires negotiation of meaning9. Requires reflection of prior and new

knowledge10.Extends students beyond content

presented to them

END