Constructivist Learning
Models:
Case studies in authentic,
student-centered design
About the Presenter
Marc is an instructional design consultant and certified distance
learning mentor. He has a broad professional background spanning
the corporate, government and academic sectors. The list of
organizations Mr. Zolar has worked with on learning and
development programs includes: America Online, American
Research Institute, AT&T, Central Carolina Community College,
Florida State University, IBM, U.S. Department of Defense, United
State Marine Corps, University of North Carolina at
Wilmington,Verizon, Walden University.
He holds a Master’s degree in instructional design and development
and is active in professional organizations in the field as a writer and
speaker.
Marc can be reached at mzolar@gmail.com
Why are you here today?
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What piqued your interest about this session?
Have you tried incorporating constructivist learning
strategies into your courses. If so, how did it go?
What is Constructivism?
“Constructivism is a philosophy of learning founded on the
premise that, by reflecting on our experiences, we construct
our own understanding of the world we live in. Each of us
generates our own "rules" and "mental models," which we
use to make sense of our experiences. Learning, therefore,
is simply the process of adjusting our mental models to
accommodate new experiences. “
(Source: http://www.funderstanding.com/constructivism.cfm)
Principles of Constructivism
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Learning is a search for
meaning
Learning occurs in a
context
Instruction is tailored to
learners’ mental models
Constructing knowledge is
purpose of learning (not
“right” vs. “wrong”)
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Impact on Curriculum
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Less standardized
curriculum
Customized to connect to
learner’s prior knowledge
Emphasizes hands-on
problem- solving
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Impact on Instruction
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Teacher as facilitator/guide
rather than authority
Focus on making
connections between facts
Experimentation, openended questions, extensive
reflection, dialogue among
students
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Impact on Assessment
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Ongoing assessment during
instruction
De-emphasizes traditional
grading methods
Self-assessment, learner
articulates growth through
projects and reflection
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Constructivist Strategies
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Inquiry learning
Discovery learning
Situational learning
Problem-based
learning
Cognitive
Apprenticeship
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Constructivist Words and Phrases
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Context
Authentic
Multiple perspectives
Learner-centered
Prior knowledge
Higher-order thinking
Meaningful connections
Social negotiation
(Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)
Discussion Question #1

What constructivist
strategies have you
used in your
classroom?
Discussion Question #2

Why is it difficult to be a
constructivist in the
community college
environment?
Discussion Question #3
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When might
constructivism be the
wrong approach?
Discussion Question #4

What makes
constructivism a good
approach for the
community college
environment?
What Does a Constructivist
Course Look Like?
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(Source: Zolar, M. Constructivism 101. NC Quest Program,
University of North Carolina at Wilmington.)
Multiple delivery
methods
High degree of
student ownership
and responsibility
in the learning
process
Consistent use of
reflective practice
Portfolio-based
assessment
Model #1: Discovery Learning
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In its simplest form, discovery learning is described as
the tools and information needed to solve a problem or
learn a concept are provided and the learner "makes
sense" of them.
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
Discovery Learning example: The
Galileo Project
The Galileo Project
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http://galileo.rice.edu/index.html
“The Galileo Project is a source of
information on the life and work of Galileo
Galilei (1564-1642). Our aim is to provide
hypertextual information about Galileo and
the science of his time to viewers of all ages
and levels of expertise.”
Site includes suggested Lesson Plans.
The Galileo Project
The Galileo Project
The Galileo Project
The Galileo Project
The Galileo Project
Model #2: Situated Learning
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Situated learning theory suggests that learning as it
normally occurs is a function of the activity, context and
culture in which it occurs (i.e., it is situated). This
contrasts with most classroom learning activities which
involve knowledge which is abstract and out of context.
Social interaction is a critical component of situated
learning -- learners become involved in a "community of
practice" which embodies certain beliefs and behaviors
to be acquired.
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
Situated Learning example: Zero
Tolerance at Layne County
Zero Tolerance at Layne County
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http://curry.edschool.virginia.edu/go/ZT/home.html (Mable Kinzie,
Margaret Grogan, Susannah McGowan)
Analyzes the following State Zero Tolerance Law:
“A new law requires school boards to expel students who have
"brought a controlled substance, imitation controlled substance,
or marijuana onto school property or to a school-sponsored
activity, as prohibited by §18.2-255.2." The school board may, in
a particular case, determine that another disciplinary action is
appropriate. (HB 1343, Code § 22.1-277.01:1)”
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Learner is presented with Case Analysis steps and a variety of
Web-based materials to form an opinion on whether the Layne
County School Board has used discretion in this case.
Zero Tolerance at Layne
County: Case Analysis Steps
Zero Tolerance at Layne
County: Case Analysis Steps
Zero Tolerance at Layne
County: Principal’s Journal
Zero Tolerance at Layne
County: School Policies and
Procedures
Zero Tolerance at Layne
County: Community Profile
Zero Tolerance at Layne
County: Expert Perspectives
Model #3: Problem-based
Learning
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PBL engages the learner in a problem-solving activity. In
this process, instruction begins with a problem to be
solved rather than content to be mastered (Hsiao, 1996).
Students are introduced to a real-world problem and are
encouraged to dive into it, construct their own
understanding of the situation, and eventually find a
solution (Grabowski, Koszalka, & Mccarth, 1998). Major
goals of PBL are to help students develop collaborative
learning skills, reasoning skills, and self-directed learning
strategies (Hsiao, 1996).
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
5 Strategies for Using Problembased Learning
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The Problem as a Guide - The problem is presented in order to gain
attention prior to presenting the lesson.
The Problem as an Integrator or Test - The problem is presented after
readings are completed and/or discussed -- these are used to check for
understanding.
The Problem as an Example - The problem is integrated into the material
in order to illustrate a particular principle, concept or procedure.
The Problem as a Vehicle for Process - The problem is used to promote
critical thinking whereby the analysis of how to solve it becomes a lesson in
itself.
The Problem as a Stimulus for Authentic Activity - The problem is used
to develop skills necessary to solve it and other problems -- skills can
include physical skills, recall of prior knowledge, and metacognitive skills
related to the problem solving process. A form of authentic assessment of
the skills and activity necessary in the content domain (Duffy &
Cunningham, 1996, p.190).
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
Problem-based Learning example:
Superland!
Superland!
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http://www2.imsa.edu/programs/pbln/problem
s/superland/ (Illinois Mathematics and
Science Academy)
Examines the potential risks associated with
a proposal for a new theme park.
Learner is placed in the role of a panel
member appointed by the Governor of Illinois.
Learners must produce a risk assessment
report for the Governor.
Superland!: Economic Aspects
and Benefits
Superland!: Learner’s task
Superland!: The Panel’s Task
Superland!: Letter of Appointment
Superland!
Model #4: Inquiry-based Learning
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Inquiry-based learning is an approach to instruction that
engages students in investigations to satisfy curiosities.
Curiosities are satisfied when individuals construct
mental frameworks that adequately explain their
experiences (Haury, 1993). The learner's involvement in
the learning content fosters skills and attitudes that
permit the learner to seek resolutions to questions and
issues while constructing new and meaningful
knowledge (Inquiry-based Learning: Explanation, 2001,
April).
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
Inquiry-based Learning example:
American Civil War WebQuest
American Civil War WebQuest
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Kimberlye Joyce and Particia Stohr-Hunt,
University of Richmond at:
http://oncampus.richmond.edu/academics/ed
ucation/projects/webquests/civilwar/
Learners work in groups where each
member must choose a role and the follow
the prescribed process
Desired outcomes and evaluation criteria are
clearly defined.
American Civil War WebQuest:
Introduction
American Civil War WebQuest:
Task
American Civil War WebQuest:
Process
American Civil War WebQuest:
Evaluation
Model #5: Cognitive
Apprenticeship
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The focus of this learning-through-guided-experience is
on cognitive and metacognitive skills, rather than on the
physical skills and processes of traditional
apprenticeships. Applying apprenticeship methods to
largely cognitive skills requires the externalization of
processes that are usually carried out internally.
Observing the processes by which an expert listener or
reader thinks and practices these skills can teach
students to learn on their own more skillfully (Collins,
Brown, Newman, 1989, p. 457-548).
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
Components of Cognitive
Apprenticeship
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Modeling - involves an expert's carrying out a task so that student can observe and
build a conceptual model of the processes that are required to accomplish the task.
For example, a teacher might model the reading process by reading aloud in one
voice, while verbalizing her thought processes (summarize what she just read, what
she thinks might happen next) in another voice.
Coaching - consists of observing students while they carry out a task and offering
hints, feedback, modeling, reminders, etc.
Articulation - includes any method of getting students to articulate their knowledge,
reasoning, or problem-solving processes.
Reflection - enables students to compare their own problem-solving processes with
those of an expert or another student.
Exploration - involves pushing students into a mode of problem solving on their
own. Forcing them to do exploration is critical, if they are to learn how to frame
questions or problems that are interesting and that they can solve (Collins, Brown,
Newman, 1989, 481-482).
(Source: Dabbagh, N. Instructional Design Knowledge Base. George Mason University.)
Cognitive Apprenticeship example:
Fair Lending Challenge (Developed by
Interworks. All Rights Reserved.)
The goal of this multimedia course is to teach fair lending
practices to bank loan officers and to reinforce the need to
make loans that are secure and profitable. In the course,
learners are presented with a series of loan applicants on a
laptop computer on their desks. When an applicant is
selected, an interview is conducted where information that
is present on the loan application and credit reports can be
clarified.
• Reference guide provides neighborhood advantage
guidelines and other information needed in determining the
loan.
•Learner indicates whether the loan should be approved or
disapproved, and explains the reasons for the decision.
Source: http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html
Cognitive Apprenticeship example:
Fair Lending Challenge (Developed by
Interworks. All Rights Reserved.)
Following the interview:
• Bank lawyer provides immediate feedback if
fair lending practices have been violated by the
types of questions asked.
•Branch manager gives the learners a
performance appraisal.
A week at work is compressed into two hours of
game time, thereby allowing much experience
to be rapidly gained.
Source: http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html
Cognitive Apprenticeship
example: Creating an Effective
Foreign Language Classroom
Lesson plan for 1st year language class in high
school or middle school, or as an introduction to the
unit for any language level.
Objectives: Students will learn verbs for playing golf
through help from their teacher in a cognitive
apprenticeship approach.
Goals: Students will learn how to conjugate regular
verbs and they will then apply the rule that they learn
to conjugating verbs fluidly in their own skits in the
target language.
Materials: Golf equipment
Source: http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogaplesson.html
Cognitive Apprenticeship
example: Creating an Effective
Foreign Language Classroom
Activities:
1. The teacher gives a mini-dialogue about golf, using
different conjugations of regular verbs in context.
2. The students and the teacher work together to
analyze verb use in the story to create a rule that
works for conjugating regular verbs.
3. The class works together to create a new dialogue
using properly conjugated regular verbs.
4. Students work in pairs to use the information they
learned about verbs to create their own skit that they
perform for the class.
Source: http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogaplesson.html
Cognitive Apprenticeship
example: Creating an Effective
Foreign Language Classroom
Assessment:
The students will be given feedback throughout the
lesson about how they are using the verbs. Their final
assessment will be the skit -- whether or not they
conjugated the verbs correctly.
Why this lesson is student centered:
The topic of the lesson has been chosen by the
students (golf). Also, since the teacher facilitates the
whole lesson and gives up control more and more to
the students, they are taking more and more of the
lead of the classroom. The lesson moves at their
pace; they get more responsibility only when they are
ready for it. Eventually, they take the lead as they
develop their own skits to show to the class.
Source: http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogaplesson.html
Resources
Multimedia Cases (Situated Learning): http://kinzie.edschool.virginia.edu/id.html
Mable Kinzie, University of Virginia
Concept to Classroom at: http://www.thirteen.org/edonline/concept2class/index.html
Instructional Design Knowledge Base at George Mason University at:
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/index.htm
Center for Teaching and Learning Website at Georgia State University. Available at: http://www2.gsu.edu/~wwwctl/
The Galileo Project, Rice University at: http://galileo.rice.edu/index.html
Superland! at: http://www2.imsa.edu/programs/pbln/problems/superland/ (Illinois Mathematics and Science Academy)
University of Richmond WebQuests at: http://oncampus.richmond.edu/academics/education/projects/webquests
Explorations in Learning and Instruction: Theory Into Practice (TIP) Database at: http://tip.psychology.org/
Learning and Teaching Website, James Atherton at: http://www.learningandteaching.info/
Facilitation: A Different Pedagogy?; CDTLink at: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm
Pedicases at: http://www.pedicases.org/home.phtml
Resources, continued.
UMUC-Verizon Virtual Resource Site for Teaching with Technology: http://www.umuc.edu/virtualteaching/vt_home.html
Web Teacher at: http://www.webteacher.org/windows.html
Moodle (freeware course management system) at: http://moodle.com/?moodlead=moodle.org
Big Dog’s ISD page at: http://www.nwlink.com/~donclark/hrd/sat.html#intro
Yahoo Web Beginner’s Guides at: http://dir.yahoo.com/Computers_and_Internet/Internet/World_Wide_Web/Beginner_s_Guides
Distance Education Clearinghouse at: http://www.uwex.edu/disted/home.html
Interworks Fair Lending Challenge at: http://www.interw.com/FLC.html
University of Hawaii, Faculty Development Teaching Tips Index at:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#assessment
Problem-based Learning, Samford University at: http://home.capecod.net/~tpanitz/pbl.htm
IMSA Problem-based Learning Network at: http://www2.imsa.edu/programs/pbln/problems/
Project, Problem and Inquiry-based learning at: http://eduscapes.com/tap/topic43.htm
References
Baenen, J., Drury, J., McGuire, S., Muzenski, H., Stampen, J., Storch, S. Creating an Effective Foreign Language Classroom at:
http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogaplesson.html Retrieved April 4, 2006.
Dabbagh, N. (Feb 26, 2006). The Instructional Design Knowledge Base. Retrieved February 26, 2006 from Nada Dabbagh's
Homepage, George Mason University, Instructional Technology Program. Website:
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/index.htm
Illoinis Mathematics and Science Academy, Superland! at: http://www2.imsa.edu/programs/pbln/problems/superland/
Interworks, Fair Lending Challenge. Macromedia Support Center at:
http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html
Joyce, Kimberly. Stohr-Hunt, Patricia. American Civil War Webquest. University of Richmond at:
http://oncampus.richmond.edu/academics/education/projects/webquests/civilwar/
Kinzie, Mabel; Grogan, Margaret, McGowan, Susannah. Zero Tolerance at Layne County at:
http://curry.edschool.virginia.edu/go/ZT/home.html
Macromedia Authorware Support Center, The promise of cognitive apprenticeship at:
http://www.macromedia.com/support/authorware/basics/instruct/instruct18.html
NC Quest Program, University of North Carolina at Wilmington at: http://www.uncw.edu/ed/ncquest/
Van Helden, Albert, The Galileo Project, Rice University at: http://galileo.rice.edu/index.html
Zolar, M. (2004) Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)