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CONSTRUCTIVISM: Principles
1. CONSTRUCTIVISM
• Guiding Principles of
Constructivism
12/7/2012 by: Robina David Madriaga
2. Goat, Cabbage and Wolf
A farmer needs to ferry a goat, a
cabbage, and a wolf across a river.
Besides the farmer himself, the boat
allows him to carry only one of them at
a time. Without supervision, the goat
will gobble up the cabbage and the
wolf will not hesitate to feast on the
goat.
How can he ferry all of them safely
to the other side?
12/7/2012 by: Robina David Madriaga
3. • Answer:
> The farmer ferries the goat over
first. He returns and takes the
cabbage. He deposits the cabbage
on the other side and takes the goat
back. He then leaves the goat and
picks up the wolf. He ferries the
wolf to the other side. Finally, he
returns to pick up the goat again
12/7/2012 by: Robina David Madriaga
4. • It is a learning theory.
• Constructivism says that people
construct their own
understanding and knowledge
of the world through experiencing
things and reflecting on those
experiences.
12/7/2012 by: Robina David Madriaga
5. Guiding Principles of
Constructivism
1. Posing problems of
emerging relevance to
students
12/7/2012 by: Robina David Madriaga
6. - Time versus Coverage
- Learning for Transfer
• Regular reflection and analysis of
personal perspectives on learning help to
clarify and assess those perspectives and
to align teaching practices in accordance
with them.
- The Value of Changing One’s Mind
12/7/2012 by: Robina David Madriaga
7. The nature of questions
posed to students greatly
influences the depth to
which the students search
for answers.
12/7/2012 by: Robina David Madriaga
8. 2. Structuring learning
around “Big Ideas”
Most of us need to see the
whole before we are able
to make sense of the
parts.
12/7/2012 by: Robina David Madriaga
9. A. A teacher structures a unit around
conflict (the big idea) around three wars,
the Revolutionary, Civil and World War II.
- The teacher writes them on the board and
asks students to reflect on what they know
about each, to select two of the three, and
to compare them by illustrating their
similarities and differences.
- Based on their choices she leads them to
resources to answer their inquiry.
12/7/2012 by: Robina David Madriaga
10. B. Students study the Revolutionary
War, Civil War, and World War II
separately and at different times (in
other words, by the text) of the year.
They memorize dates, important
battles, and are tested on people
important to each conflict.
12/7/2012 by: Robina David Madriaga
11. See the difference?
• Traditional teaching focuses
primarily on lower-order cognitive skills
(memorization)
• Constructivist teaching focusing
on higher order cognitive skills of
analysis, reflection, and synthesis
12/7/2012 by: Robina David Madriaga
12. 1. fingers: hand 4. pencil : lead
foot: ______ coconut : ____
2. wedding : vows 5. Math: Algebra
funeral : ____ Science: _______
3. palm : hand
knuckle : ____
12/7/2012 by: Robina David Madriaga
13. The ability of the teacher to foster
interaction among students, mediate
the emergence of relevance and
match curricular questions to the
student’s suppositions encourages
the student’s search for
understanding.
12/7/2012 by: Robina David Madriaga
14. 3. Seeking and Valuing
Students’ Points of View
- Students points of views
are windows to their
reasoning.
- Everything is relevant from
someone else’s point of
view.
12/7/2012 by: Robina David Madriaga
15. Seeking and valuing students'
points of view means providing
opportunities for students to discuss,
share and exchange ideas and
perspectives. This will deepen their
content understandings, strengthen their
proficiencies in thinking and
communication, and promote
collaboration.
12/7/2012 by: Robina David Madriaga
16. 4. ADAPTING CURRICULUM
TO ADDRESS STUDENTS’
SUPPOSITIONS
- This principle implies that teachers
need to know the cognitive abilities of
their students, and then design
lessons that challenge these abilities.
12/7/2012 by: Robina David Madriaga
17. • We don’t know what ideas are
within students’ reach unless we do
something specific to find out.
• Results driven education judges
success not by the number of
courses taken but by what students
actually know and can do as a
result of their time in school.
12/7/2012 by: Robina David Madriaga
19. Rather than view assessment as a
way to determine what is “right” or
“wrong”, or as a tool to evaluate
individual students, assessment is
used as an entry point for
intervention and planning on how to
lead students to construct new
understandings, knowledge and
skills.
12/7/2012 by: Robina David Madriaga
