Constructivism in Teaching Learning

1. IVIS
UCT
NSTR GOGY
CO
EDA
T P
--------
R AN
O
OL F
A TO ECTIVE
EFF ROOM
LASS
C
Mrs. A. Vinothini Sylvia
Assistant Professor of Education
Annammal College of Education for Women
Thoothukudi – 628003

3. MODERN TEACHING CONCEPT
• Evolution from teacher-centered
system to learner centered system.
• This demands changes in the
instructional process and materials.

4. CONSTRUCTIVISM
• Learner must construct knowledge and teacher
cannot supply it.
• Learner constructs new ideas or concepts
based on their current or past knowledge.
• Rather than a dispenser of knowledge, the
teacher is
– a guide, facilitator, and co-explorer
– encourages learners to question, challenge, and
formulate their own ideas, opinions, and conclusions

5. LEARNING IN A CONSTRUCTIVIST CLASSROOM
ACtive
evolving
ConstruCted
refleCtive
inquiry-bAsed
CollAborAtive

6. Curriculum begins with the parts of the whole.
Curriculum begins with the whole and expanding to
include the parts.
Strict adherence to fixed curriculum is highly
valued.
Pursuit of student questions and interests is valued.
Materials are primarily textbooks and
workbooks.
Materials include primary sources of material and
manipulative materials.
Learning is based on repetition.
Learning is interactive, building on what the student
already knows.
Teachers disseminate information to students;
students are recipients of knowledge.
Teachers have a dialogue with students, helping
students construct their own knowledge.
Teacher's role is directive, rooted in authority.
Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct
answers.
Assessment includes student works, observations,
and points of view, as well as tests. Process is as
important as product.
Knowledge is seen as inert.
Knowledge is seen as dynamic, ever changing with
our experiences.
Students work primarily alone.
Students work primarily in groups.

7. CONSTRUCTIVIST TEACHING SEQUENCE
Phase
Overview
1) Orientation
Teacher introduces the topic
2) Elicitation of ideas
Opportunities are provided for students to explore and explain their
ideas
3) Restructuring of ideas
a)Clarification and
exchange
Students are given chance to recognize scientific ideas and examine
their own ideas
a)Exposure to conflict
situation
Students are provided with situations to test the limitations of these
ideas
a)Construction of new ideas
Opportunities are provided to restructure their ideas
a)Evaluation
Students are provided opportunities to test the validity of their
newly constructed ideas
4) Application of ideas
Students are provided with opportunities to apply their ideas in new
situations, in order to reinforce their ideas
5) Review change in ideas
Students are provided with opportunities to reflect upon how and
why their ideas have changed.

8. • Transform thinking and practice beyond today’s
traditional models and boundaries of schools
and educational system.
• Focuses on
reproduction
knowledge
construction,
• Uses authentic tasks to
engage learners to provide
them
meaningful
and
problem based thinking
not