2. Key Points
• Constructivism states that the students learn by
doing
• Learner forms much of what they learn or
comprehends
• It is centered on the student instead of a
curriculum
• Knowledge is constructed from experiences
• Learning is active
• Under Piaget’s theories, children learn to:
– Create adaptation which is their cognitive
understanding or development at any given time
– Assimilate information and experiences
– Accommodate their knowledge to make sense of their
environment and the world around them
3. Key People
• Although Confucius wasn’t listed as a main author of
constructivism, he brought up an idea that stirred the concept
of the theory. He stated “I hear and I forget. I see and I
remember. I do and I understand.”
• Jean Piaget influenced the constructivism movement even
greater; he was a psychologist that developed the cognitive
learning theory, which is made up of sensorimotor,
preoperational, concrete operational, and formal operational.
• Another persuader of this theory included Jerome Bruner,
who proposed that learning is an active process; the learner
has to construct new ideas or concepts based on the learner's
knowledge.
• Lev Vygotsky developed an idea called social cognition and he
believed that learning was influenced by social development.
• John Dewey believed that learners should engage and
expand the experiences of the learners.
4. Classroom Implications
• The teacher doesn’t just stand in front of
the classroom and teach the students
something new. The teacher acts as more
of a guide who helps the students with
learning and understanding what they
already know.
• Teachers cannot assume that all
students understand things the same way.
This requires teachers to create learning
environments that help them understand
what they already know and what they are
going to learn.
• In order to help students understand
their previous knowledge, teachers need to
create learning experiences that involve
problems that are important to them. They
also need to encourage students to work
together in groups so that they may compare
their knowledge with each other.
• Sufficient time is needed in order to help
the students reflect on their current
understandings and line them up with their
new ones.
5. Classroom Implications, Cont’d.
• With technology such as computers, the
teacher would merely act as the facilitator
(and also as a learner), overseeing
students’ work but only to the extent
where independent learning is still
enforced.
• With computers, the students would play
the role of “self-directed learner,”
allowing them to become more
independent and individualized in the
learning process. They learn to access
information, understanding there is “too
much information to memorize” now.
• Without technology, the students would
merely learn to collaborate with their
peers, and take control of their own
learning rather than be “spoon-fed” by
the teacher. The teacher will be around to
be asked questions, but learning is
ultimately the students’ responsibility.
This is good, as it prepares them for
similar responsibilities in college.
6. Constructivism and Personal Teaching
• Frankly, as a teacher, I could
still give a lecture and have the
students be involved in
Constructivism, for they are
still able to construct
knowledge based on previous
knowledge this way. I would
probably combine this
method, with acting as a
facilitator, observing other
students’ interactions with
peers and their independent
ways of learning on something
such as a computer.
• If the student has questions or
is clearly lost, then the teacher
could jump in and provide the
necessary assistance (keeping
it at a minimum, however, to
still encourage individualized
learning techniques).
7. Works Cited
• Hoover, Wesley A. "The Practice Implications of
Constructivism." SEDL. SEDL, Aug. 1996. Web. 19 Apr.
2013
http://www.sedl.org/pubs/sedletter/v09n03/practice.html
• “Constructivism.” Learning-theories.com. (n.d.). Web. 19
Apr. 2013. Retrieved from: http://www.learning-
theories.com/constructivism.html
• Matusevich, M. N. “School reform: what role can
technology play in a constructivist setting?” 1995. Web.
19 Apr 2013.
http://delta.cs.vt.edu/edu/fis/techcons.html
• Images: www.freedigitalphotos.net
