The constructivist model is often referred to as the student-centered approach to course design. This model is centered on the belief that learners actively construct their own understanding and knowledge through real-world learning experiences and reflection on those experiences. The role of the instructor in this model is that of a facilitator of learning encouraging students to explore, question, and engage with course material in meaningful ways.
Active Learning: Students are actively engaged in the learning process through hands-on activities, discussions, projects, and other interactive experiences.
Collaborative Learning: Collaboration among students is encouraged, fostering peer-to-peer learning and the exchange of ideas.
Authentic Tasks: Assignments and activities are designed to mirror real-world problems and situations, allowing students to apply their knowledge in practical contexts.
Reflection: Students are prompted to reflect on their learning experiences, helping them make connections between new information and their existing knowledge.
Design Authentic Assessments: Design assessments requiring students to demonstrate their understanding in real-world contexts. These may include case studies, projects, presentations, and portfolios.
Facilitate Active Learning: Incorporate interactive activities such as group discussions, problem-solving exercises, simulations, and role-plays.
Encourage Inquiry-Based Learning: Ask open-ended questions that inspire critical thinking and challenges students to explore and investigate topics independently.
Provide Constructive Feedback: Offer feedback that focuses on the process of learning rather than just the final product, encouraging students to reflect on their learning journey. This feedback should be formative and timely.
(Helpful Teacher Explains, 2023)
References:
Helpful Teacher Explains. (2023). Constructivism in Education: 5 Key Features. Retrieved from https://www.youtube.com/watch?v=YkPjTJ6L2RI
Wang, Y. D. (2014). Applying constructivist instructional strategies to E-learning: A case study of a web development course. International Journal on e-Learning, 13(3), 375.
