Constructivism:AHolisticApproach

toTeachingandLearning
JanetGiesen
FacultyDevelopmentand
InstructionalDesignCenter
NorthernIllinoisUniversity

Introductions
Yourname
Yourdepartmentorunit
Yourexperiencesorknowledgeof
constructivism
Whyhaveyoujoinedustoday?

Overview
Learningcycle
Constructivism
Learningtheory
Process
Instructionalstrategy

Classroomapplications
Instructorandstudentroles

LearningCycleor5Es
Engage

Extend

Evaluate

Explain

Explore

Howwouldyoudefineconstructivism?

Adefinitionofconstructivism
Fundamentally,constructivismsaysthat
peopleconstructtheirownunderstandingand
knowledgeoftheworldthroughexperiencing
thingsandreflectingonthoseexperiences.

Source:ThirteenEdOnline(2004)

Constructivismisalearningtheory
Learningisanactiveprocess
Knowledgeisconstructedfrom(andshaped
by)experience
Learningisapersonalinterpretationofthe
world

Sources:Christie(2005);Kruse(n.d.)

Constructivismisalearningtheory
Emphasizesproblemsolvingand
understanding
Usesauthentictasks,experiences,settings,
assessments
Contentpresentedholistically notin
separatesmallerparts

Sources:Christie(2005);

Constructivismisaprocess theinstructor
Adaptcurriculumtoaddressstudents
suppositions
Helpnegotiategoalsandobjectiveswithlearners
Poseproblemsofemergingrelevancetostudents
Emphasizehandson,realworldexperiences
Seekandvaluestudentspointsofview
Socialcontextofcontent
Sources:Christie(2005);Honebein(1996)

Constructivismisaprocess theinstructor
Providemultiplemodesofrepresentations/
perspectivesoncontent
Createnewunderstandingsviacoaching,
moderating,suggesting
Testingshouldbeintegratedwiththetaskand
notaseparateactivity
Useerrorstoinformstudentsofprogressto
understandingandchangesinideas
Sources:Christie(2005);Honebein(1996)

Constructivismisaprocess thestudent
Helpdevelopowngoalsandassessments
Createnewunderstandings(viacoaching,
moderating,suggesting)
Controllearning(reflecting)

Source:GrennonBrooks&Brooks,1999

Constructivismisaprocess thestudent
Memberofcommunityoflearners
Collaborateamongfellowstudents
Learninasocialexperience appreciate
differentperspectives
Takeownershipandvoiceinlearningprocess

TraditionalClassroom

Constructivist Classroom

Beginswithpartsofthewhole
emphasizes basicskills

Beginswiththewhole expandingtoparts

Strict adherenceto
fixedcurriculum

Pursuitofstudent questions/interests

Textbooksandworkbooks

Primarysources/manipulativematerials

Instructorgives /
studentsreceive

Learningisinteractionbuilding
onwhatstudentsalready know

Instructorassumesdirective,
authoritativerole

Instructor interacts/
negotiateswithstudents

Assessment viatesting/
correctanswers

Assessmentviastudent works,observations,
pointsofview,tests.Processisasimportant
asproduct

Knowledge isinert

Knowledgeisdynamic/changes with
experiences

Studentsworkindividually

Studentsworkin groups
Thirteen Ed Online (2004).

Constructivismisan
instructionalstrategy
Involvescollaborationbetweeninstructors,
studentsandothers(communitymembers)
Tailoredtoneedsandpurposesofindividual
learners
Featuresactive,challenging,authenticand
multidisciplinarylearning

Source:Christie(2005)

Constructivismisan
instructionalstrategy
Constructivismcanhelpstudents
Pursuepersonalinterestsandpurposes
Useanddevelophisorherabilities
Buildonhisorherpriorknowledgeand
experiences
Developlifelonglearning

Source:Christie(2005)

Constructivismisan
instructionalstrategy
Constructivismencouragesinstructorsto
provideforeachstudents
Preferredlearningstyle
Rateoflearning
Personalinteractionswithotherlearners

Source:Christie(2005)

Applyingconstructivismintheclassroom
Poseproblemsthatareorwillberelevantto
students
Structurelearningaroundessentialconcepts
Beawarethatstudentspointsofvieware
windowsintotheirreasoning

Source:ThirteenEdOnline,2004

Applyingconstructivismintheclassroom
Adaptteachingtoaddressstudents
suppositionsanddevelopment
Assessstudentlearningincontextof
teaching

Source:ThirteenEdOnline,2004

Implementingconstructivism
inanonlinesetting
Individualityandchoiceinpracticaltasks;
negotiatedreporttitles
PracticaltasksuseInternettocreateWeb
pages,conceptmaps,etc.
Videosreplace(some)lectures
Examsreplacedbyreportsonissueor
researchonInternetresources
Workinpairs,groups Blackboardsupported
Source:http://www.keele.ac.uk/depts/aa/landt/lt/talwt/materials/examplesofconstructivism.pdf

Studentcenteredvs.instructordominatedlearningenvironment
Instructor

Student

Facilitatorofknowledge

Adaptivelearner

Colearner/collaborator

Collaborator/colearner

Developerofinstruction

Codeveloperofgoalsandobjectives

Reflectiveinstructor

Knowledgeseeker

Discovery facilitator

Knowledgecreator

Negotiatorofknowledge

Reflective learner

Teammember

Learningthroughdiscovery

Informationreceiver

Negotiator ofknowledge

Coach/facilitator

Teammember
Activelearner
Responsiblelearner
Mediateownlearning

Constructivismsummary
Shiftsemphasisfromteachingtolearning
Individualizesandcontextualizesstudentslearningexperiences
Helpsstudentsdevelopprocesses,skillsandattitudes
Considersstudentslearningstyles
Focusesonknowledgeconstruction,notreproduction
Usesauthentictaskstoengagelearners
Providesformeaningful,problembasedthinking
Requiresnegotiationofmeaning
Requiresreflectionofpriorandnewknowledge
Extendsstudentsbeyondcontentpresentedtothem

Sources:Christie(2005);Clarkson&Brook(n.d.);MurphycitingJonassen,1994

TakeWorkshopQuiz

Selectedresources
Christie, A. (2005). Constructivism and its implications for educators.
http://alicechristie.com/edtech/learning/constructivism/index.htm
Clarkson, B., & Brook, C. (n.d.). I cant understand why I didnt pass: Scaffolding student
activities. http://www.ascilite.org.au/conferences/perth04/procs/pdf/clarkson.pdf
Grabowski, B. (2004). Generative learning contributions to the design of instruction and
learning. In D. H. Jonassen (Ed.), Handbook of research on educational
communications and technology (3rd ed.), pp. 719-743. Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.
Grennon Brooks, J., & Brooks, M. G. (1999). In search of understanding: The case for
constructivist classrooms. Alexandria, VA: Association for Supervision and
Curriculum Development.
Honebein, Peter. C. (1996). Seven goals for the design of constructivist learning
environments. In Wilson, Brent. G. (Ed.). (1996) Constructivist learning environments:
case studies in instructional design. Educational Technology Publications Englewood
Cliffs, New Jersey
Lorsbach, A. (n.d.). The learning cycle as a tool for planning science instruction.
http://www.coe.ilstu.edu/scienceed/lorsbach/257lrcy.htm
Murphy, E. (1997).
Thirteen Ed Online (2004). Constructivism as a paradigm for teaching and learning.
http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Workshoprelatedlinks
ConstructivistChecklist(Howconstructivistconceptsmightbe
operationalizedinaninstructionalsetting)

http://www.cdli.ca/~elmurphy/emurphy/cle4.html
DataAnalysisandProbability(simulations)
http://nlvm.usu.edu/en/nav/category_g_4_t_5.html
VirtualFrogDissection(simulation)
http://froggy.lbl.gov/cgibin/dissect
VisualConstructivisminDistanceLearning(Insightintothepromise
constructivismoffersforachievementofqualityindistancelearning)

http://www.usdla.org/html/journal/JAN02_Issue/article03.html