ConstructivismConstructivism

Effective Teaching Through Student Centred Education

What is Constructivism?What is Constructivism?

A learning theory based on the principle that ‘Learners construct

rather than record knowledge’

Learners create their own understanding of new information rather than receiving knowledge that has been transmitted to them from another source

(Eggen&Kauchak,2010)

Constructivist PerspectivesConstructivist Perspectives

The way in which individuals construct knowledge can be viewed from different perspectives:

Cognitive Constructivism focuses on an individual’s internal construction of knowledge

Social Constructivism focuses on social interaction and the construction of knowledge within a social context

(Eggen&Kauchak, 2010)

Cognitive ConstructivismCognitive Constructivism

Influenced by the work of Piaget

Knowledge construction occurs as an individual searches for meaning, testing and modifying their existing schemas in order to attain equilibrium

Social interaction causes individual cognitive conflict that motivates the individual to accommodate new information by reconstructing their current understanding

(Eggen&Kauchak, 2010)

Social ConstructivismSocial Constructivism

Influenced by the work of Vygotsky

Learning occurs within a larger cultural context

All students participate and work cooperatively to help one another learn

Students work within their zone of proximal development, while teachers scaffold their learning

(Eggen&Kauchak, 2010)

A Constructivist ApproachA Constructivist Approach

Whichever viewpoint one takes, constructivism is currently

the dominant approach to learning in Australia and presents teachers with a range of well described strategies and approaches upon which to draw

(Fetherston, 2006)

Constructivist TeachersConstructivist Teachers

Acknowledge that ‘Learning is not a passive process of simply receiving information- rather it involves deliberate, progressive construction and deepening of meaning’

(Killen, 2006, p.7)

Constructivist TeachersConstructivist Teachers

Take on the role of learning facilitator rather than information provider

Support and challenge students thinking

Encourage students to experiment with ideas, work out their own understanding and develop ownership of their ideas

(Fetherston, 2006)

Constructivist TeachersConstructivist Teachers Incorporate social interaction and authentic real world tasks

Acknowledge that each student brings to the classroom their own experiences, beliefs, values and attitudes that influences their learning and how they construct knowledge

(Fetherston, 2006)

Traditional Teaching vs Constructivist teaching

(Pedagogy for this Era of Learning, n.d.)

Applying Constructivism in the Applying Constructivism in the Classroom Classroom Constructivist teachers are aware of four characteristics

that influence student learning:

(Eggen&Kauchak, 2010)

This knowledge enables teachers to:

Provide their students with high quality representations and examples of the content being taught.

Connect content to real world situations, thus enhancing the meaningfulness of student learning

(Eggen&Kauchak, 2010)

Promote high levels of interaction, ensuring students are both socially and cognitively active

Combine explanations with examples and discussions

Promote learning with assessment

(Eggen&Kauchak,

2010)

(Teaching for Learning and Curriculum Continuity, 2004)

The Benefits of ConstructivismThe Benefits of Constructivism

Understanding increases when students are actively involved in

learning

Higher order thinking skills and increased problem solving skills are acquired through problem based learning

Metacognition increases as students become adept at reflective practice

Social and communication skills increase through group collaboration

(Constructivist Foundations of Teaching For Learning, 2002)

2121stst Century Learners Century Learners

Live in a rapidly changing, technologically advanced world

Are hands on learners who enjoy social interaction.

Work in diverse, multicultural classrooms

(Rodgers, Runyon, Starrett & Von Holzen, 2006)

‘If we are to give children

the education necessary to

succeed in our technologically

intense, global future, a new form of

educational practice, one that builds on

children's native learning abilities and

technological competence, must replace our

existing methods.’

(Strommen &Lincoln, n.d.)

Constructivism in the 21Constructivism in the 21stst Century Century

A constructivist approach not only enables teachers to effectively cater for the needs of 21st century learners, but also assists them as they help their students to grow into effective, independent learners

Constructivism in the 21st CenturyConstructivism in the 21st Century

‘The days of the teacher standing in front of a class and delivering information are diminishing. Schools are now moving towards teaching the key skills that equip pupils with the tools to become effective independent learners. This must be the primary aim for the future in education.’

(Pryce, n.d.)

ReferencesReferencesConstructivist Foundations of Teaching For Learning [Image] (2002). Retrieved January 6, 2011, from

http://education.ed.pacificu.edu/bcis/workshop/constructivism.html

Eggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (8th ed.). New Jersey: Pearson Education Inc

Fetherston, T. (2006) Becoming an Effective Teacher. South Melbourne: Thompson

Killen, R. (2006). Effective Teaching Strategies; Lessons from Research and Practice (4th ed.). South Melbourne: Social Science Press

Pedagogy for this Era of Learning [Image] (n.d.). Retrieved January 6, 2011, from http://jackiegerstein.wikispaces.com/Pedagogy+for+this+Era+of+Learning

Pryce, L. (n.d.) Tomorrow. Retrieved Janurary 2, 2011, from http://www.teachers.tv/tomorrow/staff/pryce

Rodgers, M., Runyon, D., Starrett, D., & Von Holzen, R. (2006). Teaching the 21st Century Learner. Retrieved December 29, 2010, from http://depd.wisc.edu/series/06_4168.pdf

Strommen, E. F., & Lincoln, B. (n.d.). Constructivism, Technology, and the Future of Classroom Learning. Retrieved January 3, 2010, from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf

Teaching for Learning and Curriculum Continuity [Image] (2004). Retrieved January 7, 2011, from http://www.discover.tased.edu.au/sose/essay.htm