The document introduces constructivist learning theories, which posit that learners construct knowledge through experiences rather than passively receiving information. Key principles of constructivism are that learning is social and embedded within contexts, and the goal of teaching is to design experiences that facilitate student-led knowledge construction. Examples of constructivist classroom activities provided are inquiry-based learning, problem-based learning, cooperative learning, and reciprocal teaching. Vygotsky's social cultural theory and Piaget's theory of cognitive development are also summarized in relation to their influences on constructivist perspectives.

1. INTRODUCTION TO CONSTRUCTIVE
LEARNING &TEACHING THEORIES

2. • Constructivism is the theory that says learners
construct knowledge rather than just passively
take in information. As people experience the
world and reflect upon those experiences, they
build their own representations and incorporate
new information into their pre-existing
knowledge
• constructivism argues that you cannot directly
impart this information. Only an experience can
facilitate students to construct their own
knowledge. Therefore, the goal of teaching is to
design these experiences.

3. Consequences of constructivist theory
are that
• Students learn best when engaged in learning
experiences rather passively receiving
information.
• Learning is inherently a social process because it
is embedded within a social context as students
and teachers work together to build knowledge.
• Because knowledge cannot be directly imparted
to students, the goal of teaching is to provide
experiences that facilitate the construction of
knowledge

4. Examples of constructivist classroom activities
• Reciprocal teaching/learning
Allow pairs of students to teach each other.

5. • Inquiry-based learning (IBL)
Learners pose their own questions and seek
answers to their questions via research and direct
observation. They present their supporting
evidence to answer the questions. They draw
connections between their pre-existing
knowledge and the knowledge they’ve acquired
through the activity. Finally, they draw
conclusions, highlight remaining gaps in
knowledge and develop plans for future
investigations.

6. • Problem-based learning (PBL)
Learners acquire knowledge by devising a
solution to a problem. Activities provide
students with real-world problems that
require students to work together to devise a
solution. As the group works through the
challenging real-world problem, learners
acquire communication and collaboration
skills in addition to knowledge

7. • Cooperative learning
Students work together in small groups to
maximize their own and each other's learning.
Cooperative learning differs from typical group
work in that it requires interdependence
among group members to solve a problem or
complete an assignment.

8. OTHER TYPES OF LEARNING AND
TEACHING THEORIES
• PRAGETIAN AND VYGOTSKIAN LEARNING
EXPERIENCE
• BRUNNERS REFLECTIVE CLASS ROOM
TEACHING
• HUMANISTIC CONSTRUCTIVIST

9. PRAGETIAN & VYGOTSKIAN LEARNING
EXPERIENCE
• Vygotsky's approach to child development is a
form of social constructivism, based on the
idea that cognitive functions are the products
of social interactions. Vygotsky emphasized
the collaborative nature of learning by the
construction of knowledge through social
negotiation.

10. • Vygotsky perceived the child as a social being
who is able to appropriate new patterns of
thinking when learning alongside more
advanced and competent
individuals (parents, teachers, older siblings
or peers). He called this concept, the Zone of
Proximal Development(ZPD)

11. Vygotsky believed that educators should help students learn within their ZPD so
that they can increase their skills and knowledge without becoming frustrated by
things that are currently too difficult for them to accomplish
According to this perspective teachers need to provide children,especially
young children, many opportunities to play. Through play, and imagination a
child's conceptual abilities are stretched. Vygotsky argued that play leads to
development
Vygotsky's social cultural theory asserts that learning is an essentially social
process in which the support of parents, caregivers, peers and the wider
society and culture plays a crucial role in the development of higher
psychological functions.

12. • He found that individual knowledge-based
tests are often an inaccurate way to measure a
young student's intelligence since children
need to interact with others who are more
intelligent than they currently are in order to
learn. He cited many examples of cultures
where young children are taught new skills
and knowledge passed down by older
generations.

13. • Vygotsky instead believed that the proper
way to test young students was to test their
ability to solve problems both independently and
with the help of an adult.
• Vygotsky scaffolding is a teaching method
that uses instructors and more advanced peers to
help students learn. The Vygotsky theory of
cognitive development states that students will
learn more when they receive guidance from
someone with more skills in the subject they're
learning than they would if they were tackling the
subject on their own.

14. PIAGETIAN LEARNING EXPERIENCE
• Piaget suggested the teacher's role
involved providing appropriate learning
experiences and materials that stimulate
students to advance their thinking. His theory
has influenced concepts of individual and
student-centred learning, formative
assessment, active learning, discovery
learning, and peer interaction.

15. • According to Piaget's Learning
Theory, learning is a process that only makes
sense in situations of change. Therefore,
learning is partly knowing how to adapt to
these changes. This theory explains the
dynamics of adaptation through the processes
of assimilation and accommodation.

16. • A Piaget influenced curricula, upholds the
belief that children need to explore, to
experiment, (and something close to my
heart), to question. It advocates that children
should be provided with opportunities to
discuss and debate with each other, with
teachers acting as guides and facilitators

17. Applying Piaget in the Classroom
• Use concrete props and visual aids whenever
possible.
• Make instructions relatively short, using
actions as well as words.
• Do not expect the students to consistently see
the world from someone else's point of view

19. BRUNNERS REFLECTIVE CLASSROOM
TEACHING
Bruner advocates that “a good teacher will
design lessons that help students discover the
relationship between bits of information. To do
this a teacher must give students the information
they need, but without organizing it for them.
Bruner believed that the most effective way to
develop a coding system is to discover it rather
than being told by the teacher. The concept of
discovery learning implies that students
construct their own knowledge for themselves

20. • He researched the cognitive development of
children and identified three stages of
representation namely
• The enactive stage
• The iconic stage,
• The symbolic representation stage.
• He believed that the intellectual development
of an individual should be the primary goal of
education instead of rote memorization.