Constructivism:
The Learners Own World of Knowledge
M. Nazmul Haq
IER, Dhaka University
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What do you see in the following picture ?
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Some people 'see' :
A geographical location. The side of a
cow. A bearded man.
Apparently, what each person 'sees'
depends more on what is already stored
in that person's brain.
That is people construct his/her own
image.
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Each of us views the world in ways
like no other person does
'I am apart of all of whom I have met'
(Tennyson)
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CONSTRUCTIVISM:
A MODEL FOR LEARNING
What does this mean for a classroom
teacher ?
Constructivist learning environment is one-to-one initiatives.
According to this theory, the manner in which students acquire and
process information is fundamental to their learning. Individuals
"construct" meaning from the world around them.
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What it looks like
• It is a flexible classroom environment
engaging students in active learning.
• The role of teacher is to create active
environment.
• The teacher is no longer the "sage on stage"
but is "guide on the side."
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• Students learn content by building it themselves.
• The teacher provides stimulation and asks questions.
• Students are encouraged to come to their own
conclusions.
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Students remember 90% of what they say and do, but
remember only 20% of what teachers say.
•So let students seek information, form opinions, make
decisions, and apply concepts to new situations.
•Active involvement and critical thinking is the key to
constructivism.
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FIVE PRINCIPLES OF CONSTRUCTIVISM
1. Create problems which has
value to students
2. Structure learning around primary
concepts
3. Seek and value student’s points of
views
4. Adapt curriculum to address student’s
suppositions
5. Assess learning in the context of
teaching
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Difference between traditional and
constructive class
• Traditional
• Constructive
• Emphasizes big
• Emphasizes basic
concepts
skills.
• Pursuit of student
• Strict adherence to
questions and interests
fixed curriculum
is valued.
• Materials are primarily
•
Include
primary
textbooks and
sources and
workbooks.
manipulative
• Learning is based on
materials.
repetition.
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Difference between traditional and constructive
classes (cont.)
• Traditional
• Teachers disseminate
information to students.
• Teacher's role is directive,
rooted in authority.
• Assessment is through
testing, correct answers.
• Constructive
• Learning is interactive, based
on previous knowledge.
• Teachers help students
construct their own
knowledge.
• Teacher's role is interactive,
rooted in negotiation.
• Assessment includes student
works, observations, and
points of view, as well as
tests. Process is as important
as product.
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•Students are not blank slates.
•They come with already formulated knowledge, ideas, and
understandings.
•This previous knowledge is the raw material for the new
knowledge they create.
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The teacher coaches, moderates and suggests,
but keeps room for experiment.
Learning activities require the students' full
participation.
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The main activity in a constructivist classroom
is solving problems.
Students use inquiry methods, ask questions,
investigate a topic, and use a variety of
resources.
As students explore the topic, they draw
conclusions, and revisit those conclusions if
needed.
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Students have ideas that they may later see were
invalid, incorrect, or insufficient to explain new
experiences.
For instance, a child may believe that all trees lose
their leaves in the fall, until she visits an
evergreen forest.
Constructivist teaching takes into account
students' current conceptions and builds from
there.
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To be constructive ask the following:
•Am I asking for students' understanding before giving my own
answers?
•Are there opportunities for dialogue about the concept?
•Am I asking open-ended questions?
•Am I allowing sufficient time after asking questions?
•Am I allowing enough time for students to work with the
concept(s)?
•Am I providing chances to students for use their natural
curiosity?
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CONCLUSION
Constructivism is a mind set,
helping teachers to create
lesson plans based on student
learning to create problem
solvers. Instructors must be
constantly student centered,
focusing on which strategies are
best to teach this particular
group of students.
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