Constructivism in the Classroom

 

Constructivism is the learning theory where educators are focused on being a facilitator to their students learning. An instructional strategy that is intertwined with constructivism is the usage of scaffolding. When students are engaged and involved in the learning process, they can advocate for their learning. The usage of scaffolding “allows students to perform tasks that would normally be slightly beyond their ability without the assistance and guidance of their teacher” (Clark, 2018, p.181).  By taking into consideration of student’s prior knowledge, the constructivist approach is to then allow students to “recognize the meaning of past experiences and apply new knowledge during authentic opportunities” (Neutzling & Parker, 2019, p. 758). The strategy of scaffolding supports student learning through the constructivist lens because it allows students to use critical learning skills in the classroom without depending on their teacher for answers. Another instructional strategy that can be used is using hands-on activities that are project based. This allows students to actively engage with material content through the usage of posing open ended questions to the students. Another term for this strategy is discovery learning. This strategy in education allows students to “discover facts and relationships for themselves” (Clark, 2018, p. 180). This strategy works together to support student learning by providing the tools and materials to discover the information that educators want their students to learn. This is very different from the teaching philosophy of providing the information directly as students are engaging with the learning content on a deeper level.

I currently use constructivist-based instructional strategy when teaching social studies and in some units of math. One example of where I am implementing constructivism in the classroom is by allowing students to role-play historical events when learning about different civilizations. This allows students to discover the information themselves by investing in how the people at that time live. I allow them to research and build their profiles and then create projects based off what they know. This ties into being a facilitator in the ISTE standards for educators, as I am “fostering a culture where students take ownership of their learning goals” (ISTE, 2008). Some students chose to create a play, while others prefer to create a PowerPoint presentation.

 Another way I use the constructivist-based instructional strategy in the classroom is through math content. For example, one example I bring constructivist-based instructional strategies in my math instruction is by allowing students to design their own classroom during the measurement unit. It is a lot of fun to motivate my students through the usage of projects during math. This ties into the standards for students as I am allowing students to develop skill in becoming a knowledge constructor as “students build knowledge actively developing ideas and pursuing answers and solutions” (ISTE, 2016). This method of teaching my students through a project also encourages motivation and participation.

One way I would like to use constructivist strategies in the classroom is by creating more ways for students to engage with their learning outside of school grounds for science.  For instance, I want to allow students to explore and use their observation skills for the purpose of learning about nature. This would create “an interactive relationship between the learner, the task, and the teacher who will largely act as a facilitator of learning” (Molina, 2010). 

Applications I have derived from my sources when using constructivism in the classroom is the emphasis on learning and not teaching. By allowing my students to explore and engage with the content and nurturing their natural curiosity about the world. The holistic approach to constructivism is important as I teach with constructivist strategies because this philosophy of teaching will only work if I understand how my students learn, have a personal relationship with my learners, and create learning that is meaningful. I will integrate these resources into my hour of code lessons by ensuring I use the structure of constructivism when launching my lessons. By making I sure I start with connecting their prior knowledge and connecting it to their lessons. I also want to ensure that I am serving as a role of a guide and allowing students to engage with productive struggle. It is important for the material to still be accessible as my goal is to not create frustration and stress, but to allow students to critically think and problem solve. By strategically using the method of scaffolding, I am also allowing students to perform in a higher-level thinking

 

References

Can, T. (1970, January 01). Constructivist Education. Retrieved December 19, 2020, from http://constructivist-education.blogspot.com/

Clark, K. R. (2018). Learning Theories: Constructivism. Radiologic Technology, 90(2), 180–182.

International Society for Technology in Education (ISTE). (2016). Standards for students.

Retrieved from http://www.iste.org/standards/standards/for-students-2016

 International Society for Technology in Education (ISTE). (2008). Standards for students.

Retrieved from http://www.iste.org/standards/standards/for-teachers

Molina, K.O (2010, August 30). Strategies and Activities for Constructivist Teaching. Retrieved December 22, 2020, from https://www.brighthubeducation.com/teaching-methods-tips/85138-student-centered-learning-with-constructivist-teaching-strategies/

Neutzling, M., Pratt, E. & Parker, M. (2019). Perceptions of Learning to Teach in a

Constructivist Environment. Physical Educator, 76(3), 756-776 https://doi-org.ezp.waldenulibrary.org/10.18666/TPE-2019-V76-I3-8757