Constructivism for Teachers and Learners

– A Closer Look
Education has many different approaches based on the context and the individuals
participating in it. There is no one-size-fits-all theory that will work for everyone.
This has caused myriads of theories and philosophies to evolve. One of those being
Constructivism.

What is Constructivism?
This concept has been derived from much scientific study which outlines how learning
takes place. Constructivism’s premise is that people actively control their own knowledge
and learning based on their individual experiences and understanding of the world. When
new information is presented people have to decide if they are willing to accept this
information by aligning it with their previous conceptions, or discard it due to its inability to
fit with their own beliefs. In order to make this distinction, we must ask questions,
investigate and evaluate what we know.

Key principles of Constructivist learning and teaching:

 Learning is influenced by the emotional state and perspective of the student.
 Cognition is impacted by society, the environment and even the weather.
 It promotes a wider understanding of the world by engaging the spatial memory
system of the brain.
 It creates a challenging, but not intimidating classroom environment.
 Relies on the multiple intelligences of learners and commits to presenting
information in a variety of ways.

Traditional learning models once favoured a teacher-centred approach where information

was simply given to the students and they were required to take this as finite and simply
repeat it back when required. With the progression of school curriculum, technology and
the will of society, this style of teaching became outdated in the Western world to cater for a
more student-centred style.
What is Constructivism in practice?
Students individual knowledge bases are the core of this type of learning environment. The
teacher takes a back seat and allows the student to input which information is relevant to
his learning.
The responsibility has shifted to the student to question new information and assess its
importance. This new model encourages student to be active in their own learning. It also
takes into account individual learning styles and aims to foster the understanding of
students in a variety of ways. It is important that both the teacher and the student think of
learning as a fluid, an ever-changing dynamic that is open to the inevitable alterations of
the world itself.

Key parameters of this type of classroom:

 Even when students have the same learning episode, each person will still draw
upon their own set of experiences to interpret it.
 Constructing meaning and evaluating information is a continuous process that
students must take responsibility for.
 As new information requires evaluation it may require individuals to call into
question their own set of beliefs to either accept or reject it.

Teachers or tutors of this method are not the ones in control. They are mere facilitators of
information and are there to be used as a guide and sounding board by the student for their
own self-guidance. A constructivist teacher must be able to adopt a support role and let the
learner own their discoveries.

What is the role of a constructivist

teacher?
The integral point of constructivist teaching is to provide a curriculum that is malleable and
can be re-imagined when a student’s experiences, interests and skills become part of the
picture. It is vital to appreciate that each student will respond to and evaluate information
according to their own philosophy and learning episodes should reflect this variance. A
teacher’s central role is to ensure their students feel safe to learn freely and are supported
in their individual learning styles.

Key principles for a constructivist teacher:

 Present tasks with real-world application so that students can contextualise their
knowledge easily.
 Give assistance so that students are able to consolidate their established
understanding with their new learning.
 Provide scaffolds to bridge the gap between what learners know and what they are
being presented with.
 Enable relevant experts to lead lessons when appropriate.

In a constructivist classroom the student becomes the centre of attention. Learning

revolves around them and uses their personal skills and level to drive the lesson
progression and content. In order to challenge themselves, students need to know how to
influence their ideas and elicit change. This alteration is aided by learning the significance
of societal thinking or community ideals that shape a culture’s understanding. Therefore,
the use of tutors or peers in a constructivist classroom is a pivotal addition to their
education. It can be a new challenge for them, as it involves having a lot more responsibility
for their own progress.
What is the role of the student in a
constructivist classroom?
Ordinarily students begin the learning process with pre-determined sets of ideas: prior
experience and knowledge. By actively participating in their own learning they can
challenge, explore and recreate these preconceptions with new ideas and concepts. By
adopting a new perspective, students can start to break down their own barriers and move
to a new level of understanding. They also need to explore why they hold certain beliefs
and what has shaped them. Students should enter this type of classroom with an open
mind and a goal of moving beyond their current level of understanding.

Key tasks of a student learning in a constructivist classroom:

 Students must learn to combine new information with their current knowledge.
 Reflect on their own experiences and establish how they have been affected by
them.
 Learners should value the trial and error approach by questioning ideas and
evaluating concepts through real-world activities.
 Students must be in control of what and how they learn.

Ultimately, constructivism is a way for education to impart more responsibility on the learner
to own their understanding. If a student can influence their own learning, it will create more
tangibility for them to see its importance. As a result, a constructivist classroom sees an
increased due-diligence and greater outcomes from its participants than its traditional
counterparts.