The document discusses constructivism, a learning theory where students actively construct knowledge through experiences. It states that constructivism focuses on how children learn through adaptation and by becoming active participants in the learning process. The role of teachers in constructivist learning is to create a collaborative problem-solving environment and act as facilitators rather than instructors. Elements of constructivist learning design include developing an initial situation for students, grouping students, building a bridge between prior and new knowledge, asking probing questions, having students exhibit their understandings, and facilitating student reflections.

4. • ASSIMILATION
Assimilation of knowledge
occurs when a learner
encounters a new idea, and
must fit that idea into
what they already know.
• DISSEMINATION
Dissemination is to spread
information, knowledge,
opinions etc widely.

5. CONSTRUCTIVISM-MEANING
• Constructivism is a theory of learning that is developed from
the principle of Children’s thinking. It is about how children
learn.
• Constructivism states that children learn through adaption.
• Constructivism transforms a passive recipient of
information to an active participants in the learning process.
It encourages group work and it involves learning by doing.
• Constructivism is a learning strategy that draws in student’s
existing knowledge, belief, and skills. With a constructive
approach, students synthesis new understanding from prior
knowledge.

6. • Constructivism is also considered to be a child centred
theory that focuses on the knowledge of interpretation
and experience-based activities. The focus of the
knowledge is not to be reproduced but it is to
construct context-rich activities.
• In the general sense, it usually means encouraging
students to use active techniques (experiments, real
world problem solving) to create more knowledge and
then to reflect on and talk about what they are doing
and how their understanding is changing.

10. Role of Teachers in
Constructive Learning Design
• The primary responsibility of the teacher is to create a collaborative
problem-solving environment where students become active
participants in their own learning.
• A teacher acts as a facilitator of learning rather than an instructor.
• The teacher makes sure he/she understands the students' preexisting
conceptions, and guides the activity to address them and then build on
them.
• Constructivist teachers encourage students to constantly assess how the
activity is helping them gain understanding. By questioning themselves
and their strategies, students in the constructivist classroom ideally
become "expert learners." This gives them ever-broadening tools to
keep learning. With a well-planned classroom environment, the
students learn HOW TO LEARN.
• Constructivism does not dismiss the active role of the teacher or the
value of expert knowledge. Constructivism modifies that role, so that
teachers help students to construct knowledge rather than to reproduce
a series of facts.

13. Role of teachers
1. Modelling: 2 types of modelling:
• Behavioural modelling:
 In behavior modeling, an individual can learn new behaviors by
observing. The correct behavior is demonstrated for the learner, the
learner observes the model, and then imitates the behavior of the
model.
 For modeling to be most effective the learner must demonstrate
attending and imitative skills in their repertoire, that is, the learner
must be able to pay attention and perform the behavior that the model
just demonstrated. Modeling is an easy, practical, and successful way
of teaching.
• Cognitive modelling: The term "cognitive " in its simplest form is the
use of the mind (cognition) to solve a problem or complete a task. A
cognitive strategy serves to support the learner as he or she develops
internal procedures that enable him/her to perform tasks that are
complex .

14. 2. Coaching: Coaching is a method in which an individual is
supervised by a superior person to improve his competencies
and capabilities. It is unlocking a person’s potential to
maximize their own performance. It is helping them to learn
rather than teaching them.
3. Scaffolding: A structure built alongside a building when a
brand new building is being built or when a building is being
repaired is scaffolding. After completion, scaffolding is
removed.
When a pupil learns a new task or a difficult skill, the skilled
person may use direct instruction. When they begin to
understand, less guidance is given.
Children apply new knowledge & be independent.

15. ELEMENTS OF CONSTRUCTIVE
LEARNING DESIGN
Situation
Gro
Questions
Situation
Grouping
s
Bridge
Reflection
s
Exhibit

16. Situation
• Teachers develop the situation for
students to explain, select process
for grouping of materials and
students.
• What situation are you going to
arrange for students to explain?
• Give this situation a title and describe a process of solving
problems, answering questions, creating metaphors,
making decisions, drawing conclusions or setting goals. The
situation should include what you expect the student to do
and how students will make their own meaning.

17. Groupings :-
 How you are going to make groupings; as a whole class, individuals, in
collaborative thinking teams of two, three, four, five, six, or more and what
process will you use to group them; counting off, choose a colour or
similar clothing. This depends upon the situation you design and the
materials you have available to you.
 How are you going to arrange groupings of materials that students will use
to explain the situation by physical modelling, graphically representation,
numerically, describing, or individually writing about their collective
experience. How many sets of materials you have will often determine the
number of student groups you will form.
The students are then divided into
groups to explore the problem
presented in their own perspective.
There are two categories of groupings
:-

18. Bridge :-
• The teacher tries to know the
existing knowledge level of the
students and tries to build a
bridge between the existing level
and the level where they should
reach at the end of discussion.
• This is carried out with the help
of suitable questions and
activities.
• This might involve such things as
giving them a simple problem to
solve, having a whole class
discussion, playing a game, or
making lists.

19. Questions :-
• Questions could take place during
each element of learning design.
• The teacher may adopt the strategy
of probing questions to assist them
move towards their goal.
• You also need to anticipate
questions from students and frame
other questions to encourage them
to explain their thinking and to
support them in continuing to think
for themselves.

20. Exhibit :-
• The students are expected to
exhibit or explain their
understandings regarding the
topic to other students.
• This involves having students
make an exhibit for others.
This could include writing a
description on cards and giving
a verbal presentation, making a
graph, chart or other visual
representation with models,
and making a video tape,
photographs, or audio tape for
display.

21. Reflections :-
• Students present their
reflections on the entire
process of building
understanding of the
topic.
• These are the students
reflections of what they
thought about while
explaining the situation
and then saw exhibits
from others.

22. • They would include what
students remember from their
thought process about feelings in
their spirit, images in their
imagination and languages in
their internal dialogues.
• What attitudes, skills and
concepts will students take out of
the door?
• What did they know before;
what did they want to know; and
what did they learn?