Constructivism is a theory of learning that posits students actively construct their own knowledge. There are two main approaches: cognitive constructivism focuses on the importance of the mind in learning, while social constructivism emphasizes social and cultural influences. Constructivist classrooms allow students more choices in readings and questions, emphasize process over products, and assess learning in more time-consuming ways. Integrating technology into language learning can support constructivist approaches by providing authentic resources, flexibility, and opportunities for interaction, comparison and knowledge construction, though it requires changes to teaching methodology, planning, and management of student work.

1. CONSTRUCTIVISM IN
THEORY AND IN
PRACTICE
GROUP: TRẦN THỊ HUYỀN TRANG
NGUYỄN CHÂU MINH THƯ

2. What is constructivism?
- A theory of learning which posits that
students learn by actively constructing their
own knowledge(Von Glasersfeld 1996; Fosnot
1996; Duffy and Cunning-Ham 1996).
- Including 2 approaches:
+ cognitive constructivism (Piaget)
+social constructivism (Vygotsky)

3. Cognitive constructivism
• Concentrate on the importance of the mind in
learning.
• Piaget: the terms accommodation and
assimilation to describe the interplay of mind
and environment in the learning process
(Gleitmean 1987)

4. Social constructivism
• Vygotsky: the social, interpersonal aspects of
learning precede the individual, intrapersonal
aspects(Corfrey 1995)
=> The debate continues

5. Because:
+ not understand how individuals think without
an appreciation of the cultural context in which
their thoughts developed.
+ cognition and cultural influences are
inextricably entwined.

6. Principles and suggestion(wood,1995)
- Learning environment support the learner’s
contraction of knowledge
- Activities should be allowed for communicating
and exchanging ideas
- Motivation
- Teacher create a learning environment
- Reflection
- Authentic learner authorship and ownership
- Classroom interaction

7. EFL issues
Constructivist approach helps:
• Give sts choices and provide language
practice.
• Encourage sts to experiment freely with the
language.
• Constructivism in the class room.

8. Making room for constructivism in
curriculum
2 approaches:
• Construction
• instruction

9. DEALING WITH FACTUAL INFORMATION
Instructivist classroom
• The reading material is usually
chosen by the teacher
• Questions to accompany the text
are pre-pared by the teacher.
• Main emphasis is on the correct
answer(product orientation).
• Assessment is usually
straightforward and quick, since it
only requires comparison against
an answer key.
Constructivist classroom
• Several reading sources or choices are
given. students choose what to read.
• Generic questions that can fit a variety
of texts are provided for students to
apply to their specific texts.
• Student-initiated questions are
encouraged
• Main emphasis in on the strategies
employed to obtain the answer(
process orientation)
• Assessment requires familiarization
with multiple texts(chosen by the
students) and assessment of a variety
of responses, and is therefore time-
consuming

10. Flexibility and internet
• Cognitive flexibility
• Task flexibility
• Curricular flexibility

12. The language learning center
1980s – at Tel Aviv University
Orient a learning program
Seek ways to integrate IT to the courses

13. The attitudes of EFL Colleagues
Difficult & Frustrating

14. INTEGRATION
TECHNOLOGY
PHILOSOPHY
ASSIMILATION TAKE TIME

15. Teacher-training
sessions
DOC-based
program
Use the
Internet
INSTRUCTIVIST
PARADIGM
Cognitive
aspects
satisfied

17. Methodology
conduct
the next
workshop
conduct
constructivist
classroom session

18. Learning
environment
Group
discussion
Understanding
Constructivist

19. Figure 1. Workshop handout with
questions posed by teachers
1. Why ?
2. What characteristics? What kinds of tasks?
3. How to develop?
4. How to connect?
5. How to SS carry out?
6. How to carry out in pairs/small group-
outside of class?
7. How to motivate anti-computer SS?
Internet-based
Tasks
COURSES

20. Figure 2. summary of teachers’ answer
1. REASONS
$$$ - TREE
EDIT - UPDATE
EFFORT - TIME
VALUABLE RESOURCES
ACCESSIBILITY
AUTONOMY
AUTHENTICITY
THE LINKS
SENSE OF
ACHIEVEMENT
VARIETY

21. 2. UNIQUE CHARACTERISTICS
COMPARISON - SYNTHESIS
RELIABILITY
& BIAS
WIDE RANGE
INTERACTIONS
SYNCHRONOUSNESS
FLEXIBILITY
PROCESS
VISUALS -
GRAPHICSS
INCORPORATION

22. 3. ≠ PLANNING, FOCUS & METHODOLOGY
CONSTRUCTING MEANING
TEACHER -LESS CONTROL
SS AUTONOMY
PLANNED INTERNET TASKS
MODELING
DEVELOP GENERIC QS/ TEMPLATE
PROVIDE – CHECK LINKS

23. 4. RELATING/ CONNECTING
EXAMPLES - ILLUSTRATIONS
EXPAND TOPICS, UPDATE MATERIAL,
INTRODUCE VARIOUS MEDIA
5. MANAGEMENT
ORAL PRESENTATION/ WRITTEN REPORT
PAPER/ ONLINE, HOW TO TOGGLE

24. 6. COOPERATIVE TASKS
7. MOTIVATIVING ANTI-COM SS
EMAIL
LAB ON CAMPUS
SOMEONE’S HOUSE
EXTRA CREDIT/ COURAGE
WORK WITH COMPUTER SAVVY
ALLOT TIME