The document discusses the constructivist approach to teaching and learning, emphasizing that knowledge is actively constructed by students rather than passively received from teachers. It highlights key concepts from Jean Piaget regarding cognitive development and the importance of student-centered learning, where learners work collaboratively to create their understanding. The approach fosters critical thinking, active engagement, and flexible teaching methods, positioning the teacher as a facilitator rather than a direct instructor.

1. The Constructivist Approach
The Constructivist Approach
to teaching and learning
to teaching and learning
Cat Allen
Cat Allen
Instructional Technologies in
Instructional Technologies in
Education
Education

2. What is Constructivism?
What is Constructivism?
• A view of learning based on the belief that knowledge
A view of learning based on the belief that knowledge
isn't a thing that can simply be given by the teacher at
isn't a thing that can simply be given by the teacher at
the front of the room to students in their desks.
the front of the room to students in their desks.
• Students learn by fitting new information together with
Students learn by fitting new information together with
what they already know
what they already know
• Learners are the builders and creators of meaning and
Learners are the builders and creators of meaning and
knowledge
knowledge
• Knowledge is constructed by learners through an
Knowledge is constructed by learners through an
active, mental process of development
active, mental process of development

3. Our many thanks go out to…
Our many thanks go out to…
Jean Piaget, 1896-1980
Jean Piaget, 1896-1980

4. • Piaget believed learning occurs by an active
Piaget believed learning occurs by an active
construction of meaning, rather than by
construction of meaning, rather than by
receiving it passively.
receiving it passively.
• He states," when we, as learners, encounter an
He states," when we, as learners, encounter an
experience or situation that conflicts with our
experience or situation that conflicts with our
current way of thinking, a state of imbalance is
current way of thinking, a state of imbalance is
created”
created”
• We must alter our thinking to restore
We must alter our thinking to restore
equilibrium or balance
equilibrium or balance

5. • To do this, we must associate it with what we
To do this, we must associate it with what we
already know
already know
• The developing child must build cognitive
The developing child must build cognitive
structures through the use of …..
structures through the use of …..
• Mental maps
Mental maps
• Concept maps
Concept maps

6. Concept maps help us begin with
Concept maps help us begin with
information we are familiar with and
information we are familiar with and
branch out to build new ideas.
branch out to build new ideas.

7. To further Piaget’s thinking....
To further Piaget’s thinking....
• We must alter our thinking to restore balance or
We must alter our thinking to restore balance or
equilibrium
equilibrium
• To do this, we must associate it with what we
To do this, we must associate it with what we
already know
already know

8. Piaget’s 4 Stages of Development
Piaget’s 4 Stages of Development
are…
are…
• Sensorimotor stage: (birth-2)
Sensorimotor stage: (birth-2)
• Preoperational: (2-7)
Preoperational: (2-7)
• Concrete Operations: (7-11)
Concrete Operations: (7-11)
• Formal Operations: (11-15)
Formal Operations: (11-15)
• During all development stages, the child experiences his/her
During all development stages, the child experiences his/her
environment using whatever mental maps he or she has
environment using whatever mental maps he or she has
constructed so far. If the experience is a repeated one it fits
constructed so far. If the experience is a repeated one it fits
easily. For example:
easily. For example:
• http://www.coe.uga.edu/epltt/Piaget.htm
• Please visit this site for two examples relating to Piaget’s stages
Please visit this site for two examples relating to Piaget’s stages
of development (scroll down!)
of development (scroll down!)

9. Lets move on, shall we? Can any one
Lets move on, shall we? Can any one
tell me one reason why
tell me one reason why
constructivism is important?
constructivism is important?
• Fosters critical thinking
Fosters critical thinking
• Creates active and motivated learners
Creates active and motivated learners
• Students are able to learn through constructing
Students are able to learn through constructing
their own understandings
their own understandings
• This approach frees teachers to make decisions
This approach frees teachers to make decisions
which enhance and enrich student’s
which enhance and enrich student’s
development.
development.

10. How does the constructivist teacher
How does the constructivist teacher
make this style work?
make this style work?
• He/she is flexible
He/she is flexible
• She/he creatively incorporates ongoing
She/he creatively incorporates ongoing
experiences with real-life situations
experiences with real-life situations
• Students work in small groups
Students work in small groups
• Students work individually
Students work individually
• Interactive activities become main focus (if
Interactive activities become main focus (if
materials can be related to an interest of the
materials can be related to an interest of the
child, they are more apt to remember them)
child, they are more apt to remember them)

11. What does student-centered mean?
What does student-centered mean?
• The students are the center of attention, not the
The students are the center of attention, not the
teacher
teacher
• Children are placed in groups, they work
Children are placed in groups, they work
together to find meaning
together to find meaning
• Each student takes on a different objective or
Each student takes on a different objective or
part of the assignment or project
part of the assignment or project
• They become “experts” on their subject
They become “experts” on their subject

12. • Students teach one another to become experts
Students teach one another to become experts
on their “piece of the puzzle”
on their “piece of the puzzle”
• Together, as a whole, the group becomes experts
Together, as a whole, the group becomes experts
from one another
from one another
• The teacher = facilitator, guide on the side NOT
The teacher = facilitator, guide on the side NOT
mentor in the middle
mentor in the middle

13. What about the constructivist
What about the constructivist
classroom?
classroom?
"Students should be presented with real life problems and then helped to
"Students should be presented with real life problems and then helped to
discover information required to solve them" John Dewey
discover information required to solve them" John Dewey
• As we now know, the environment is a student-
As we now know, the environment is a student-
centered one
centered one
• Students are empowered by a teacher who operates as a
Students are empowered by a teacher who operates as a
“guide on the side” vs. a “mentor in the center” or
“guide on the side” vs. a “mentor in the center” or
“sage on the stage”
“sage on the stage”
• Classrooms are structured so that learners are immersed
Classrooms are structured so that learners are immersed
in experiences with in which they may engage in
in experiences with in which they may engage in
meaningful………
meaningful………

14. • Inquiry
Inquiry
• Action
Action
• Imagination
Imagination
• Invention
Invention
• Interaction
Interaction
• Hypothesizing
Hypothesizing
• Personal reflection
Personal reflection

15. Important roles of the Teacher
Important roles of the Teacher
• Watching
Watching
• Listening
Listening
• Asking questions to learn about students
Asking questions to learn about students
• Having the ability to observe and listen to one’s
Having the ability to observe and listen to one’s
students and their experiences in the classroom
students and their experiences in the classroom
contributes to his other ability to use a
contributes to his other ability to use a
constructivist approach
constructivist approach
• A constructivist approach contributes to one’s
A constructivist approach contributes to one’s
ability to observe and listen in the classroom.
ability to observe and listen in the classroom.

16. In conclusion…
In conclusion…
• I believe in teaching through constructivism
I believe in teaching through constructivism
because…
because…
1.
1. Allows for students to become engaged with
Allows for students to become engaged with
one another
one another
2.
2. Cuts out the “talking head”
Cuts out the “talking head”
3.
3. Children learn through own experiences based
Children learn through own experiences based
on their lives
on their lives
4.
4. Remember information down the road of life
Remember information down the road of life
instead of memorization
instead of memorization

17. Resources
Resources
• Piaget, J. (1977). The development of thought: Equilibration of cognitive structures.
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures.
(A. Rosin, Trans). New York: The Viking Press.
(A. Rosin, Trans). New York: The Viking Press.
• Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the
literary work. Carbondale, !!: Southern Illinois University Press.
literary work. Carbondale, !!: Southern Illinois University Press.
• Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51 (2),
Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51 (2),
35-37.
35-37.
• Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for
Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for
teaching and learning in America’s schools. Portsmouth, NH: Heinemann.
teaching and learning in America’s schools. Portsmouth, NH: Heinemann.
• Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist
Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist
approach for teaching. New York: Teachers College Press.
approach for teaching. New York: Teachers College Press.
• McNeil, L. (1986). Contradictions of control: school structure and school knowledge.
McNeil, L. (1986). Contradictions of control: school structure and school knowledge.
New York: Routledge.
New York: Routledge.
• Mezirow, J. and Associates. (1990). How critical reflection triggers transformative
Mezirow, J. and Associates. (1990). How critical reflection triggers transformative
learning. In J. Mezirow and Associates (1990), Fostering critical reflection in
learning. In J. Mezirow and Associates (1990), Fostering critical reflection in
adulthood: A guide to transformative and emancipatory learning. San Francisco:
adulthood: A guide to transformative and emancipatory learning. San Francisco:
Jossey-Bass Publishers
Jossey-Bass Publishers