Constructivism Approach

1. Constructivist
Approach
Reinze L. Vito
Jhonalyn Gonowon

2. ou cannot teach a man anything;
ou can only help him find it within himself
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“
”

3. Is group activity a reliable
assessment method?“ ”
THE ARGUMENT

4. Constructivism
Constructivism says that people
construct their own understanding
and knowledge of the world through
experiencing things and reflecting
on those experiences.

5. Constructivism
based on the belief that learning occurs
as learners are actively involved in a
process of meaning and knowledge
construction rather than passively
receiving information

7. Constructivism
• Learning is an active process
• Knowledge is constructed from (and
shaped by) experience
• Learning is a personal interpretation
of the world

8. Characteristics
• According to Audrey Gray
– the learners are actively involved
– the environment is democratic
– the activities are interactive and student-
centered
– the teacher facilitates a process of
learning in which students are
encouraged to be responsible and
autonomous

9. Activities
Film
s
Film
s
Field TripsField Trips
Class
Discussion
Class
Discussion
Experime
ntation
Experime
ntation
Research ProjectsResearch Projects

10. Films
provide visual context and thus
bring another sense into the learning
experience

11. Class Discussion
one of the most important distinctions
of constructivist teaching methods

12. Field Trips
allows students to put the concepts
and ideas discussed in class in a real-
world context.

13. Research Projects
students research a topic and can
present their findings to the class

14. Experimentation
students research a topic and can
present their findings to the class

15. Traditional Classroom
vs.
Constructivist Classroom

16. Traditional Classroom Constructivist Classroom
Begins with parts of the whole --
emphasizes basic skills
Begins with the whole –expanding
to parts
Strict adherence to fixed
curriculum
Pursuit of student questions /
interest
Textbooks and workbooks Primary sources / manipulative
materials
Instructor gives/ students receive Learning is interaction‐
building on what students
already know
Instructor assumes directive,
authoritative role
Instructor interacts / negotiates
with students
Assessment via testing / correct
answers
Assessment via student works,
observations, points of view, tests.
Process is as important as
product
Knowledge is inert Knowledge is dynamic / changes
with experiences
Students work individually Students work in groups

18. Role of Teachers

19. • the most commonly used instructional
strategy
ModelingModeling
There are two (2) types of modeling:
1.Behavioral Modeling
2.Cognitive Modeling

20. • naturally and necessarily involves
responses that are situated in the
learner’s task performance
CoachingCoaching

21. • a more systemic approach to
supporting the learner, focusing on
the task, the environment, the
teacher, and the learner
ScaffoldingScaffolding

22. Assessment Methods

23. Summary
1.Shifts emphasis from teaching to learning
2.Individualizes and contextualizes students’
learning experiences
3.Helps students develop processes, skills
and attitudes
4.Considers students’ learning styles
5.Focuses on knowledge construction, not
reproduction
6.Uses authentic tasks to engage learners

24. 7. Provides for meaningful, problem based‐
thinking
8. Requires negotiation of meaning
9. Requires reflection of prior and new
knowledge
10.Extends students beyond content
presented to them

25. END