Constructivis
m Learning
Approach
O\
Session Objectives:
i
•Discuss what Constructivism Learning Theory is;
•Cite examples of Constructivist Approaches; and,
•Differentiate between the traditional and
constructivist learning approach.
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Group Activity 1
Answer these questions:
In teaching:
▪ How do I present a lesson?
▪ What tools do I use?
▪ What type of activities do I provide to my
learners?
Directions:
• Divide yourselves into small group of eight
members;
• Choose a facilitator of the group;
• Answer the questions posted on the screen;
• Write your answers on a manila paper; and
• Select one representative from the group to
present their work;
• You are given 10 minutes to do the task.
Group Activity and
PRESENTATION OF OUTPUTS
Constructivism Learning Theory
What is Constructivism Learning
Theory?
•the theory that says learners
construct knowledge rather than
just passively take in information.
Jean Piaget
• Learners
construct new
knowledge as
they move
through different
cognitive skills
John Dewey
• Learning should
engage and expand
the experiences of
learners.
• Education is a social
process
• Students learn by
doing and should be
allowed to
construct, create,
and actively inquire
Jerome Bruner
• Learn through
discovery
• New ideas are based
on current or past
knowledge
• Instruction is based
on Cognition
Constructivism
• Equates learning with creating meaning
from experience
• More meaningful and able to interact
with a problem or concept
• Engages and motivates students by
making them take a more active role in
the learning process
• Utilizes interactive teaching strategies
to create meaningful context that help
students construct knowledge based on
their own experience
What it is! What it isn’t!
Things to Remember
Group Activity 2
Directions
:
• You are going to write the statement posted on
the screen on the manila paper, classifying
whether the approach is traditional or
constructivist;
• Choose a reporter from the group to present the
group output.
• You are given 7 minutes to do the activity.
Statements
• Teacher’s role is directive, rooted in authority.
• Learning is based on repetition.
• Students work primarily in groups.
• Teacher’s role is interactive, rooted in negotiation.
• Learning is interactive.
• Students work primarily alone.
• The teacher is superior and is referred as authority or
master.
• Textbooks and workbooks are primarily used.
Group Activity and
PRESENTATION OF OUTPUTS
Individual Activity
Traditional (Assignment)
vs Constructivism
Learning Approach
TRADITIONAL CONSTRUCTIVISM
Learning is based on Learning is interactive
repetition
Teacher’s role is Teacher’s role is
directive, rooted in interactive, rooted in
authority negotiation
Individual Activity
Traditional (Assignment)
vs Constructivism
Learning Approach
TRADITIONAL CONSTRUCTIVISM
Students work Students work
primarily alone primarily in groups
(Collaborative)
Textbooks and Manipulative materials
workbooks primarily are primary sources
used
Individual Activity
Traditional (Assignment)
vs Constructivism
Learning Approach
TRADITIONAL CONSTRUCTIVISM
Assessment- Testing Assessment- observation,
(Correct answer) peer evaluation, and
testing
The teacher is superior Teachers serve as guide to
and is referred as the students to challenge
authority or master them to think harder by
considering new ideas
Individual Activity (Assignment)
•Reciprocal Questioning
•Jigsaw
Different
•Problem – based and
Constructivist inquiry learning methods
Approaches •Case study
•Concept mapping
•Pictorial Models in
Problem Solving
•Anchored instruction
•Cooperative Learning
•Differentiated Teaching
Role of a teacher in a
Constructivist Classroom
Facilitator of Learning
Individual
Application
(Assignment)
Directions: Write a teaching and
learning activity that would help learners
create and construct their own ideas.
Parting Thoughts
References
•[Link]
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ath-model-method
LETECIA T. TATOY
[Link]@[Link]
EULALIO S. RUPINTA
[Link]@[Link]
Consummatum Est