Jake Angelo Biraquit - CONSTRUCTIVIST THEORY

CONSTRUCTIVISM
Jake Angelo T. Biraquit

CONSTRUCTIVISM
- a view of learning based on the belief that
knowledge isn't a thing that can be simply
given by the teacher at the front of the room
to students in their desks. Rather, knowledge
is constructed by learners through an active,
mental process of development; learners are
the builders and creators of meaning and
knowledge.
HISTORY OF
CONSTRUCTIVISM
The concept of Constructivism
can be traced all the way back to
Socrates. His way of teaching
required his students to question
what they thought they knew
and highlight their weaknesses
in their thinking.
In this century, Piaget and
Dewey developed theories
of childhood development
and education, that led to
the evolution of
Constructivism.
Piaget believed that humans
learn through the construction
of one logical structure after
another. He also concluded that
the logic of children and their
modes of thinking are initially
entirely different from those of
the adults.
Dewey called for
education to be
grounded in real
experience. Inquiry is a
key part of constructivist
learning.
Vygotsky introduced the social
aspect of learning into
constructivism. He defined the “zone
of proximal learning,” according to
which students solve problems
beyond their actual developmental
level (but within their level of
potential development) under adult
guidance or in collaboration within
more capable peers.
JEROME BRUNER’S THEORY
-based on the theme that learning is an active process

and learners construct new ideas or concepts based
upon existing knowledge
-selection and transformation of information,
decision making, generating hypotheses, and making
meaning from information and experiences.
-Cognitive structure (schema, mental models)
provides meaning and organization to experiences
and allows the individual to “go beyond the
information given”.
PRINCIPLES OF BRUNER’S THEORY
1.Instruction must be concerned with the

experiences and contexts that make the student
willing and be able to learn (readiness).
2.Instruction must be structured so that it can
be easily grasped by the students (spiral
organization).
3.Instruction should be designed to facilitate
extrapolation and/ or fill in the gaps (going
beyond the information given).
IMPLICATIONS OF
CONSTRUCTIVISM TO
ESL TEACHING AND
LEARNING
A productive, constructivist classroom,
then, consists of learner-centered, active
instruction. In such a classroom, the teacher
provides students with experiences that
allow them to hypothesize, predict,
manipulate objects, pose questions,
research, investigate, imagine, and invent.
The teacher's role is to facilitate this
process.
Rather than treating the subject of English as
subject matter to be memorized, a constructivist
approach treats it as a body of knowledge, skills,
and strategies that must be constructed by the
learner out of experiences and interactions within
the social context of the classroom. In such a
tradition, understanding a work of literature does
not mean memorizing someone else's
interpretations, but constructing and elaborating
upon one's own within the constraints of the text
and the conventions of the classroom discourse
community.
BRUNER’S
MAIN
CONCEPTS
1. REPRESENTATION
Three Modes of Representation:
1. Enactive representation (action-
based)
2. Iconic representation (image-based)
3. Symbolic representation (language-
based)
2. SPIRAL CURRICULUM
-Instruction needs to be anchored on
the learner’s cognitive capabilities.
a. Readiness
b. Spiral organization
c. Going beyond the information
given
3. DISCOVERY LEARNING
-refers to obtaining knowledge for oneself
a. Predisposition to learn - “readiness for
learning”
b. Structure for knowledge- ways in which a
body of knowledge can be structured so that it
can be readily grasped by the learner
c. Effective Sequencing- presentation of lessons
in increasing difficulty
d. Reinforcement- rewards and punishment that
should be selected and paced appropriately
4. CATEGORIZATION
-Bruner believed that perception,
conceptualization, learning, decision
making, and making inferences all
involved categorization.
a.Identity Categories
b.Equivalent Categories
c.Coding Systems
TEACHING WITH THE
CONSTRUCTIVIST LEARNING THEORY
-Search out students’ understanding and prior
experiences about a concept before teaching it
to them.
-Encourage students’ critical thinking and
inquiry by asking them thoughtful, open-
ended questions, and encourage them to ask
questions to each other.
Encourage communication
between the teacher and the
students and also between the
students.
When assigning tasks to the
students, use cognitive terminology
such as “classify,” “analyze,”
“predict,” and “create”
Below is a different methods of learning:
LECTURE: 5%
READING: 10%
AUDIO- VISUAL: 20%
DEMONSTRATION: 30%
DISCUSSION GROUP: 50%
PRACTICE BY DOING: 75%
TEACH OTHERS/ IMMEDIATE USE OF
LEARNING: 90%
5 WAYS TO EMPLOY CONSTRUCTIVIST
ACTIVITIES
1.Ask students to construct their own definition.

2.Ask students to draw their own connections between
concepts.
3.Ask students to analyze a complex issue by
constructing a report.
4.Allow students to search the internet for source
materials.
5.Encourage students to reflect on their progress and
identify the skills they need to develop and in order to
improve
ACTIVITIES IN MAKING
CONSTRUCTIVIST LEARNING
EFFICIENT AND ENTERTAINING
1. Experimentation: students individually perform an
experiment and then come together as
a class to discuss the results.
2. Research projects: students research a topic and can
present their findings to the class.
3. Field trip: This allows students to put the concepts and
ideas discussed in class in a real-
world context. Field trips would often be followed by class
discussions.

 4. Films: These provide visual context and thus
bring another sense into the learning
experience.
 5. Class discussions: This technique is used in

all of the methods described above. It is one of the
most important distinctions of constructivist
teaching methods.
INSTRUCTIONAL DESIGN FOR
CONSTRUCTIVIST THEORY
Sample Instructional Materials
References
 http://bb.plsweb.com/SASPD_08/m8/m8topicb_key1.html
 https://www.researchgate.net/publication/324950046_Constructi
vist_Learning_Theory_The_Contribution_to_Foreign_Language_Le
arning_and_Teaching
 https://www.simplypsychology.org/constructivism.html
 https://www.smartsparrow.com/2018/02/28/the-benefits-of-
constructivist-learning-design/
 https://www.google.com/amp/s/mydreamarea.wordpress.com/20
13/01/05/constructivism-theory-of-language-teaching-and-
learning/amp/
 http://www.nwlink.com/~donclark/hrd/learning/id/constructivism
.html
 https://www.teach-
nology.com/currenttrends/constructivism/bruner/

Jake Angelo Biraquit - CONSTRUCTIVIST THEORY

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Jake Angelo Biraquit - CONSTRUCTIVIST THEORY

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CONSTRUCTIVISM

Jake Angelo T. Biraquit

-based on the theme that learning is an active process

1.Instruction must be concerned with the

1.Ask students to construct their own definition.

 5. Class discussions: This technique is used in

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