What is Constructivism?

A view of learning based on the belief that

knowledge isn't a thing that can simply be

given by the teacher at the front of students
Students learn by fitting new information
together with what they already know
Learners are the builders and creators of
meaning and knowledge
Knowledge is constructed by learners
through an active, mental process of
development

Our many thanks go out to

Jean Piaget, 1896-1980

Piaget believed learning occurs by an

active construction of meaning, rather

than by receiving it passively.
He states," when we, as learners,
encounter an experience or situation that
conflicts with our current way of thinking,
a state of imbalance is created
We must alter our thinking to restore
equilibrium or balance

 To do this, we must associate it with

what we already know

The developing child must build
cognitive structures through the
use of ..
Mental maps
Concept maps
Flow chart ,Problem solving
,classification

CHAIN

RADICAL HIERARCHY

Mind maps help us begin with

information we are familiar with and
branch out to build new ideas.

SYSTEM CONCEPT MAP/ DATA FLOW DIAGRAM

(Based on the procedure of the study undertaken)
Selection of the Sample School

Development of Concept maps for selected unit

Preparation of the achievement test

Sample selection

Achievement test (pre- test)

Evaluation of the Achievement test

Teaching students by using concept maps

Achievement test (post- test)

To further Piagets thinking....

We must alter our thinking to restore

balance or equilibrium

To do this, we must associate it with

what we already know

why constructivism is important?

Fosters critical thinking
Creates active and motivated learners
Students are able to learn through

constructing their own understandings

This approach frees teachers to make
decisions which enhance and enrich
students development.

ROLE OF TEACHER AND STUDENT

How does the constructivist teacher make

this style work?
He/she is flexible
She/he creatively

incorporates on
going
experiences
with
real-life
situations
Students work in small groups
Students work individually
Interactive activities become main
focus (if materials can be related to an
interest of the child, they are more
appropriate to remember them)

IMPLEMENTATION IN CLASS

What does student-centered mean?

The

students are the center of

attention, not the teacher
Children are placed in groups, they
work together to find meaning
Each student takes on a different
objective or part of the assignment or
project
They become experts
on their
subject

What does student-centered mean?

Students teach one another to become

experts on their piece of the puzzle

Together, as a whole, the group becomes
experts from one another
The teacher = facilitator, guide on the
side NOT mentor in the middle

What about the constructivist classroom?

"Students should be presented with real life problems and then helped to discover

As we now know, the environment is a

information required to solve them" John Dewey

student-centered one
Students are empowered by a teacher
who operates as a guide on the side
vs. a mentor in the center or sage
on the stage
Classrooms are structured so that
learners are immersed in experiences
with in which they may engage in
meaningful

Inquiry
Action
Imagination
Invention
Interaction
Hypothesizing
Personal reflection

Important roles of the Teacher

Watching
Listening
Asking questions to learn about students
Having the ability to observe and listen to

ones students and their experiences in

the classroom contributes to his other
ability to use a constructivist approach
A constructivist approach contributes to
ones ability to observe and listen in the
classroom.

In conclusion
I
1.
2.
3.
4.

believe
in
teaching
through
constructivism because
Allows for students to become engaged
with one another
Cuts out the talking head
Children learn through own experiences
based on their lives
Remember information down the road of
life instead of memorization

Resources
Piaget, J. (1977). The development of thought: Equilibration of cognitive

structures. (A. Rosin, Trans). New York: The Viking Press.

Rosenblatt, L. (1978). The reader, the text, the poem: The transactional
theory of the literary work. Carbondale, !!: Southern Illinois University
Press.
Smith, K. (1993) Becoming the guide on the side. Educational
Leadership, 51 (2), 35-37.
Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards
for teaching and learning in Americas schools. Portsmouth, NH:
Heinemann.
Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A
constructivist approach for teaching. New York: Teachers College Press.
McNeil, L. (1986). Contradictions of control: school structure and school
knowledge. New York: Routledge.
Mezirow, J. and Associates. (1990). How critical reflection triggers
transformative learning. In J. Mezirow and Associates (1990), Fostering
critical reflection in adulthood: A guide to transformative and emancipatory
learning. San Francisco: Jossey-Bass Publishers