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“Everything that occurs to us in life is a resource, an experience that we can learn from and grow from."
“Everything that occurs to us in life is a resource, an experience that we can learn from and grow from."
Kilroy J. Oldster
Kilroy J. Oldster
Taking Constructivism from Theory to Practice
Taking Constructivism from Theory to Practice
Constructivist learning theory might seem simple on the surface—students learn actively—but putting the theory into practice takes careful planning if you want to succeed.
The key issue is that learners need to be authentically engaged, using their knowledge and the resources at hand to solve a real-world problem (Jonassen, 1999). Finding ways to help learners find active learning meaningful can be a challenge, but the results when learners do connect knowledge and experience is well worth the investment!
Since constructivism relies on the learner connecting the proposed problem with the resources provided so as to reach their own conclusion, instructors should incorporate scaffolded learning and look for ways to guide learners away from unintended conclusions (Karagiorgi, Y., & Symeou, L, 2005).
Consider the graphic representations of teaching via constructivism below:
While these models may vary in form and detail, they share the same basic features:
While these models may vary in form and detail, they share the same basic features:
Planning - The instructor will develop objectives that learners will achieve throughout the learning event. This is where scaffolded learning (temporary frameworks to support learners) should be planned.
Providing an Environment that Facilitates Learning - Such an environment should include resources illustrating the varying nuances of a topic, mentorship from the instructor, and a learning community of peers.
Concrete Experience - The instructor will present a problem for the learner to solve within a group setting. The problem presented should be engaging, within context and have an ill-defined solution.
Observation and Reflection - Learners will then reflect on the conclusions they have come to, if intended learning objectives are not achieved instructor should re-design and begin at the planning stage again.
Forming Abstract Concepts - Learners will apply the new concepts in new situations.
Testing - Learners will record the use of the new concepts and if these concepts are valid through repetition and testing.
( Jonassen, 1999)
Critiques of Constructivism
Critiques of Constructivism
As with all models of learning, constructivism is not always applicable to the situation. Instructors must be careful not to rely on constructivist learning theory when it does not align with their audience, needs, or materials, and must avoid overreaching the theory’s innate capabilities.
Be aware that constructivism can be particularly ineffective when applied to:
Be aware that constructivism can be particularly ineffective when applied to:
- Creating very technical and procedural materials
- Projects with limited resources (time, resources, and materials)
- Novice learners who have lower levels of engagement, motivation, and expertise.
- A curriculum driven or measured by high stakes testing
- An organizational culture that is not supportive of learner-centered teaching methodology.
(Wilson, 2017)
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