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What are examples of constructivist teaching strategies and approaches?Examples of constructivist classroom activities
How do you use the constructivist approach in the classroom? Other things you can do:
What is Piaget’s constructivist theory? Piaget believed that intelligence was a single capacity that developed the same way in all individuals. Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. What are the characteristics of a constructivist approach?Characteristics of Constructivist Teaching
What is the constructivist classroom?The Constructivist Classroom Constructivist classrooms are structured so that learners are immersed in experiences within which they may engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection. What is the best teaching approach? Project-Based Method. This method is based on teaching students the different types of topics that are really useful for them personally and professionally. What does a constructivist teacher do? The constructivist teacher facilitates learners’ interactions with hands-on and self-directed learning activities. The role of the teacher in constructivist philosophy is adapt to the learner’s needs and give them the freedom to construct knowledge for themselves. What does theory do a constructivist believe in?constructivism (noun) A theory of learning based on the idea that humans construct their own knowledge through direct experience , as opposed to being taught concepts in the abstract. A constructivist teacher believes that in order to learn, students need as many hands-on experiences with objects, skills, and people as possible. What are the different approaches in teaching?In short, they are what they are because of a set of beliefs held by their proponents. The different teaching approaches in this post can be classified into four theoretical orientations: structural, cognitive, psychological and functional. Assessment | Biopsychology | Comparative |
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Personality | Philosophy | Social | Educational Psychology: Assessment · Issues · Theory & research · Techniques · Techniques X subject · Special Ed. · Pastoral Constructivist teaching techniques are based on the constructivist learning theory. This theoretical framework relies on an the earlier framework of cognitivism, which holds that learning should build upon knowledge that a student already knows; this prior knowledge is called a schema. Constructivists suggest learning is more effective when a student is actively engaged in the construction of knowledge rather than passively receiving it.[1] HistoryConstructivist teaching methods are based on the constructivist learning theory developed by a variety of philosophers. Along with John Dewey, Piaget researched childhood development and education. Their theories are now encompassed in the broader movement of progressive education. The constructivist learning theory says that children learn best when they construct a personal understanding based on experiencing things and reflecting on those experiences.[2] Constructivist teaching strategiesCharacteristics of Constructivist TeachingOne of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences. According to Audrey Gray, the characteristics of a constructivist classroom are as follows:
Examples of constructivist activitiesFurthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas [2]. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:
Role of teachersIn the constructivist classroom, the teacher’s role is to prompt and facilitate discussion. Thus, the teacher’s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject. David Jonassen identified three major roles for facilitators to support students in constructivist learning environments:
Constructivist Learning Environments (CLEs)Jonassen has proposed a model for developing constructivist learning environments (CLEs) around a specific learning goal. This goal may take one of several forms, from least to most complex:
Jonassen recommends making the learning goals engaging and relevant but not overly structured. Learning is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory. Depending on students' prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools.[4] Constructivist assessmentTraditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student’s work, and the student’s points of view [2]. Some assessment strategies include:
An example of a Lesson Taught with a Constructivist backgroundA good example of a lesson being taught in a constructivist way, with the teacher mediating learning rather than directly teaching the class is shown by the example of Faraday's candle. There are various forms of this lesson, but all are developed from the Christmas lectures Faraday gave on the the functioning of candles. In open constructivist lessons using these lectures as a basis, students are encouraged to discover for themselves how candles work. They do this first by making simple observations, from which they later build ideas and hypotheses which they then go on to test. The teachers acts to encourage this learning. If successful students can use this lesson to understand the components of combustion—an important chemical topic. Arguments against constructivist teaching techniquesMain article: Constructivism (learning theory)A wide variety of authors from many fields have voiced the following arguments against constructivist based teaching instruction:
While proponents of constructivism argue that constructivist students perform better than their peers when tested on higher-order reasoning, the critics of constructivism argue that this teaching technique forces students to "reinvent the wheel." Supporters counter that "Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions."[2] Proponents argue that students — especially elementary school-aged children — are naturally curious about the world, and giving them the tools to explore it in a guided manner will serve to give them a stronger understanding of it[2]. Mayer (2004)[6] developed an literature review spanning fifty years and concluded "The research in this brief review shows that the formula constructivism = hands-on activity is a formula for educational disaster." His argument is that active learning is often suggested by those subscribing to this philosophy. In developing this instruction these educators produce materials that require learning to be behaviorally active and not be "cognitively active."[6] That is, although they are engaged in activity, they may not be learning (Sweller, 1988). Mayer recommends using guided discovery, a mix of direct instruction and hands-on activity, rather than pure discovery: "In many ways, guided discovery appears to offer the best method for promoting constructivist learning."[6] Kirchner et al (2006) agree with the basic premise of constructivism, that learners construct knowledge, but are concerned with the instructional design recommendations of this theoretical framework. "The constructivist description of learning is accurate, but the instructional consequences suggested by constructivists do not necessarily follow." (Kirschner, Sweller, and Clark, 2006, p. 78). Specifically, they say instructors often design unguided instruction that that relies on the learner to "discover or construct essential information for themselves" (Kirchner et al, 2006, p75). For this reason they state that it "is easy to agree with Mayer’s (2004)[6] recommendation that we “move educational reform efforts from the fuzzy and nonproductive world of ideology—which sometimes hides under the various banners of constructivism—to the sharp and productive world of theory- based research on how people learn” (p. 18). Finally Kirschner, Sweller, and Clark (2006) cite Mayer[6] to conclude fifty years of empirical results do not support unguided instruction. See alsoReferences
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