Constructivism is a theory of knowledge that asserts that individuals actively construct or make their own knowledge and that reality is determined by the experiences of the learner. Learning is an active process in which the learner constructs new ideas or concepts based on both their current and past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions using their cognitive structure. An example is given of an elementary school teacher allowing students to use their own methods to measure the length of the Mayflower rather than introducing a ruler.

1. CONSTRUCTIVISM
B Y : J E R I C O E D U L A N

2. CONSTRUCTIVISMKNOWLEDGE IS
CONSTRUCTED

3. CONSTRUCTIVISMKNOWLEDGE IS
CONSTRUCTED

4. Learning is an active
process in which learners
construct new ideas or
concepts based upon their
current/past knowledge.
The learner selects and
transforms information,
constructs hypotheses, and
makes decisions, relying on
a cognitive structure to do so.

5. EXAMPLE:
An elementary school teacher presents a
class problem to measure the length of the
"Mayflower." Rather than starting the problem by
introducing the ruler, the teacher allows students
to reflect and to construct their own methods of
measurement. One student offers the knowledge
that a doctor said he is four feet tall. Another says
she knows horses are measured in "hands." The
students discuss these and other methods they
have heard about, and decide on one to apply to
the problem.

7. A. SPIRAL CURRICULUM
Bruner’s spiral curriculum is an
approach to education that involves
regularly re-visiting the same
educational topics over the course of
a student’s education. Each time the
content is re-visited, the student
gains deeper knowledge of the topic.
MASTERY
REVISION
NEW
CONTENT
DIFFICULTY

8. B. REPRESENTATION OF KNOWLEDGE
Thinking is based entirely
on physical actions, and infants learn by
doing, rather than by internal
representation (or thinking).
1. ENACTIVE (0-1YEAR)

9. B. REPRESENTATION OF KNOWLEDGE
Information is stored as sensory
images (icons), usually visual ones,
like pictures in the mind. Thinking is
also based on the use of other mental
images (icons), such as hearing,
smell or touch.
2. ICONIC (1-6YEARS)

10. B. REPRESENTATION OF KNOWLEDGE
Learner has developed the
ability of think in abstract terms.
This uses symbol system to
encode knowledge.
3. SYBOLIC (7YEARS ONWARD)

11. C.THEORY OF INSTRUCTION
Introduced the idea of
“Readiness for learning”. According
to this idea, the teacher would design
discrepant event activities that would
pique the students' curiosity.
1. PREDISPOSITION TO LEARN

12. C.THEORY OF INSTRUCTION
Refers to the way in which a
body of knowledge can be
structured so that it can be most
readily grasped by their learner.
2. STRUCTURE OF KNOWLEDGE

13. C.THEORY OF INSTRUCTION
According to Bruner, instruction
should lead the learner through the
content in order to increase the
student's ability to "grasp, transform
and transfer" what is learned. It also
refers to the idea of revisiting basic
ideas over and over, building upon
them and elaborating to the level of
full understanding and mastery.
3. EFFECTIVE SEQUENCING

14. C.THEORY OF INSTRUCTION
Rewards and punishments
should be selected and paced
appropriately.
4. REINFORCEMENT

15. D. DISCOVERY LEARNING
Obtaining knowledge for
oneself.
LEARNING BECOMES MORE
MEANINGFUL (when) students
explore their learning environment
rather than listen passively to
teachers.

16. E. CATEGORIZATION
Categorization of information
is in the construction of
internal COGNITIVE MAPS.
Perception, conceptualization,
learning, decision making, and
making inferences all involved
categorization.

17. E. CATEGORIZATION
1. IDENTITY CATEGORIES
2. EQUIVALENT CATEGORIES
3. CODING SYSTEMS

18. THE END!!