The document discusses constructivist curriculum, highlighting key theories by Jean Piaget and Lev Vygotsky, which emphasize active engagement and social interaction in the learning process. It outlines Piaget's four stages of cognitive development and Vygotsky's concepts such as the zone of proximal development and scaffolding. Additionally, it describes the backward design framework for curriculum planning that focuses on aligning instructional activities with desired learning outcomes.

1. CONSTRUCTIVIST
CURRICULUM
Reporter:
( P i a g e t a n d V y g o t s k y )
Liza Mae D. Ambrocio

2. Objectives
01
02
03
Encourage students to actively engage with the concept.
Develop students ability to analyze, evaluate, and
synthesize information.
Facilitate collaborative learning experiences where
students work together to solve problems, discuss ideas,
and share perspectives.

3. •Constructivism is a learning theory that
emphasizes the active role of learners in
building their own understanding. Two key
figures in constructivist theory are Jean
Piaget and Lev Vygotsky, each offering
unique perspectives on how learning occurs.

5. Jean Piaget’s Cognitive Constructivism
Piaget’s theory, often referred to as
cognitive constructivism, posits that
children build cognitive structures
through interaction with their
environment. He identified four stages
of cognitive development:

6. Sensorimotor Stage (0-2 years):

7. Sensorimotor Stage (0-2 years):
Knowledge is acquired through sensory
experiences and manipulating objects.

8. Sensorimotor Stage (0-2 years):
Knowledge is acquired through sensory
experiences and manipulating objects.
Preoperational Stage (2-7 years):

9. Sensorimotor Stage (0-2 years):
Knowledge is acquired through sensory
experiences and manipulating objects.
Preoperational Stage (2-7 years):
Children begin to use language to
explore and understand their worlds.

10. Concrete Operational Stage (7-11
years):

11. Concrete Operational Stage (7-11
years): Logical thinking develops, and
children start understanding the
concept of conservation.

12. Concrete Operational Stage (7-11
years): Logical thinking develops, and
children start understanding the
concept of conservation.
Formal Operational Stage (12 years
and up):

13. Concrete Operational Stage (7-11
years): Logical thinking develops, and
children start understanding the
concept of conservation.
Formal Operational Stage (12 years
and up): Abstract thinking and
hypothetical reasoning become
possible.

15. Vygotsky’s theory, known as social constructivism, emphasizes the importance of
social interactions and cultural context in learning. Key concepts include:
Lev Vygotsky’s Social Constructivism

16. Zone of Proximal
Development (ZPD): The
difference between what a
learner can do without help and
what they can achieve with
guidance and encouragement
from a skilled partner.

17. Scaffolding: Temporary
support provided by a
teacher or more
knowledgeable other to
help the learner achieve
tasks within their ZPD.

18. Private Speech: Self-talk that
children use to guide their
actions and thoughts, which
eventually becomes
internalized as silent inner
speech.

19. Integrating Piaget and
Vygotsky in Curriculum
A constructivist curriculum inspired by Piaget
and Vygotsky would:

20. • Encourage hands-on,
experiential learning
activities.

21. • Encourage hands-on,
experiential learning
activities.
• Promote social
interaction and
collaboration among
students.

22. • Encourage hands-on,
experiential learning
activities.
• Promote social
interaction and
collaboration among
students.
• Adapt to the developmental
stages of learners, providing
appropriate challenges and
support.

23. • Encourage hands-on,
experiential learning
activities.
• Promote social
interaction and
collaboration among
students.
• Adapt to the developmental
stages of learners, providing
appropriate challenges and
support.
• Foster an environment where
students can construct their
own understanding through
exploration and guided
discovery.

24. Backward Design
(Wiggins and McTighe)

25. Backward Design is a framework for curriculum planning
developed by Grant Wiggins and Jay McTighe, detailed in
their book Understanding by Design. This approach
emphasizes starting with the end goals in mind and
planning backward from those goals to ensure that all
instructional activities align with desired learning
outcomes.

26. Key Stages of Backward Design
• Identify Desired Results: Determine what students
should know, understand, and be able to do by the
end of the unit or course. This involves setting clear
learning goals and objectives.

27. • Determine Acceptable Evidence: Decide how you will
assess whether students have achieved the desired
results. This includes designing assessments and
performance tasks that provide evidence of student
learning.

28. • Determine Acceptable Evidence: Decide how you will
assess whether students have achieved the desired results.
This includes designing assessments and performance
tasks that provide evidence of student learning.
• Plan Learning Experiences and Instruction: Develop the
instructional activities, lessons, and resources that will help
students achieve the learning goals. This stage involves
planning the teaching methods and materials that will best
support student learning.

29. Benefits of Backward Design
• Focus on Learning
Outcomes: Ensures that all
instructional activities are
aligned with the learning goals,
leading to more coherent and
effective teaching.

30. Benefits of Backward Design
• Focus on Learning
Outcomes: Ensures that all
instructional activities are
aligned with the learning goals,
leading to more coherent and
effective teaching.
• Intentional Planning:
Encourages teachers to think
critically about the purpose of
each
activity and how it contributes
to student learning.

31. Benefits of Backward Design
• Focus on Learning
Outcomes: Ensures that all
instructional activities are
aligned with the learning goals,
leading to more coherent and
effective teaching.
• Intentional Planning:
Encourages teachers to think
critically about the purpose of
each
activity and how it contributes
to student learning.
• Improved Assessment: Helps
in designing assessments that
truly measure whether students
have met the learning
objectives

33. Thank you!