In Practice

Constructivism as a theory and constructivism in practice are both important perspectives to consider. In this section, you will receive practical strategies for incorporating a constructivist approach into your teaching practices. You will also have the chance to assess case-studies and determine, for yourself, what a constructivist-inspired lesson may look like.

One of the key pillars of a constructivist approach to teaching and learning is a shift in the dynamic from a teacher-centered classroom to a student-centered classroom. In a constructivist classroom, students are active participants in the learning process and co-creators of knowledge.

Non-Example:
Imagine a class where students arrive, sit and absorb knowledge and information from a teacher who speaks on a certain topic for the entirety of a class. Perhaps there is a short Q&A period where students can ask clarifying questions about what the teacher introduced. The type of learning engagement being describe, of course, is a lecture. This type of teaching stands in sharp contrast to how a constructivist classroom would approach teaching and learning.

Prime Example:
Imagine a second classroom where students arrive and are immediately prompted to attempt to solve a problem related to their lived experiences. After a short while, the teacher then redirects students to discuss their answers/results with the people sitting near them. After having time to discuss their approaches the teacher facilitates a class-wide discussion and allows anyone the chance to share their ideas and/or challenge others' ideas. The teacher then models one strategy/method for approaching the problem. After demonstrating this the teacher poses a new question and sets small groups of students to the task of solving it. Students return and present their results and chosen method to the class. The lesson ends with the teacher gathering evidence of student learning by having them complete a similar problem individually.

Make learning engagements relevant to students' lives/lived experiences

• Afford students opportunities to connect personally to learning topics

• Ground learning in relevant terms and avoid highly abstract concepts

Assess students' prior knowledge

• Educators can best help students progress if they have an understanding of where they are at

• Diagnostic assessment can be accomplished in a variety of ways and can be as simple as a discussion prompt

Offer Choice

• Choice is a key element of constructivism as it allows learners to become active participants and share in the responsibilities of learning

• Choice can be offered in many ways from choice of task, method, grouping and presentation of learning

Collaboration and Communication

• Give students the opportunity to discuss and debate concepts regularly, this can help them navigate their own understanding and modify it as more knowledge is gained

Inquiry

• Provide students with open-ended engagements that allow students to be risk-takers and encourages trial and error as the learner builds understanding

Reflection

• Give students ongoing opportunities to reflect on their own learning through, for example, self-assessments and learning journals

• Reflection and meta-cognition can help students identify their strengths and areas for growth, this is another way to ensure that learners remain active and accountable for their own learning