Constructivism in the Classroom - Essay Example

Constructivism in the room Helaine D.Summers ECI 625 Dr Jennifer Lynn Prior 20 July 2006 Northern Arizona University Constructivism in the Classroom Abstract: Today, Constructivism, a learning theory as well as a principle, is an important technique used by teachers to educate students in the classroom. Shifting the focus from the teachers to students, Constructivism diverts from the traditional system of imparting education to students. This technique, as shown by researchers, has proved to be more efficient and beneficial for construction of knowledge in the children. Basing on the aforementioned premise, this essay focuses on the importance of Constructivism in the classroom. It discusses its meaning and the distinction between Constructivism and other learning theories. Besides this, the essay also explores the origin and growth of Constructivism as a learning theory and principle and highlights the important techniques which are used by teachers when following it. Also discussed is the role of Constructivism in the classroom. 1.1 Introduction: From early times, teachers and educators have relied on a traditional form of learning, by which they impart learning to their students. Such learning relies on the principle of imparting education to students who have a very minimal role to play in the system of education. However, Constructivism as a learning theory focuses on the students as active learners and has proved to achieve far-reaching results in the classroom. According to Jacqueline Grennon Brooks and Martin G. Brooks, 'removing bell-curve assessment frees students from the need to out-achieve others and allows them to collaborate, say as specialists on the design and construction of a desalinization plant' (Thirteen Ed Online). 1.2 Constructivism: Its Meaning and Origin Constructivism has been defined by researchers and educators in numerous ways. With a history that can be traced to the days of Socrates, Constructivism has become an important learning technique for all students. Jacqueline Grennon Brooks in her book Concept to Classroom Interviews (1999) states that 'as long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn't changed' (Thirteen Ed Online). 'The concept of constructivism has roots in classical antiquity, going back to Socrates's dialogues with his followers, in which he asked directed questions that led his students to realize for themselves the weaknesses in their thinking. The Socratic dialogue is still an important tool in the way constructivist educators assess their students' learning and plan new learning experiences in this century, Jean Piaget and John Dewey developed theories of childhood development and education, what we now call Progressive Education, that led to the evolution of constructivism (Thirteen Ed Online). According to William J. Matthews, a professor in the School Psychology Program of the School of Education at the University of Massachusetts, 'there are numerous variations and definitions of post-modernist thought of which constructivism is a subset (e.g. , radical constructivism, social constructivism, and deconstructivism). However, Piagetian constructivism is a subset of a larger historical challenge to modernist notions of objective reality in general and the use of empirically validated methods of teaching specifically'. As Jacqueline Grennon Brooks and Martin G. Brooks state, 'Constructivism is basically a theory - based on observation and scientific study - about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know'. According to Technology Assistance Program, 'Constructivism is both a philosophy and a theory of learning. The key concept of constructivism is that leaning is an active process of creating, rather than acquiring knowledge its approaches emphasize both the process and the product of learning'. 1.3 Constructivism and Other Learning Theories Research in education and psychology shows that 'constructivism mirrors the way humans learn. We learn by doing, by interacting with others and through authentic (real-world) tools and experiencesas individuals, we are obviously unique and different-with different experiences and understandings of our world' such differences are indeed reflected in the learning instruction in classrooms. 'Perhaps so many kids "tune out" of school because teaching and learning do not fall into their range of life experiences. Learning is different for each individual'. Constructivism recognizes and 'accommodates individual differences' (Technology Assistance Program). According to Teresa L. Dempsey of the Miami University, 'traditional teacher supervisory practices may severely limit or interfere with the implementation of constructivist teaching strategies'. Constructivism as a learning theory or a set of learning theories differs from the other learning theories in many ways. 'In behavioural theories knowledge is viewed as nothing more than passive, largely automatic responses to external factors in the environment. In cognitive theories knowledge is viewed as abstract symbolic representations in the head of individuals. In the constructivistic theories knowledge is viewed as a constructed entity made by each and ever learner through a learning process. Knowledge can thus not be transmitted from one person to the other, it will have to be (re)constructed by each person. This means that the view of knowledge differs from the "knowledge as given and absolute views of behaviourism and cognitivism' (Charles Sturt University). Theorists belonging to the Constructivism also hold different views about constructivist learning. Some hold 'that knowledge is constructed by the individual through their own interpretations and others hold that it is constructed through social interaction among individuals where their dialogue leads to a shared interpretation' (Charles Sturt University). Often, Constructivism is viewed as a learning theory that is distinct from other theories on the ground that it dismisses the role of the teachers. However, 'contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to produce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment' (Thirteen Ed Online). Theorists contributing to the Constructivist learning mode include: 'Dewey (social constructivism), Vygotsky (scaffolding and the zone of proximal development), Piaget (stages of development), Bruner (discovery learning), Papert (microworlds), Seely Brown (cognitive apprenticeships), Vanderbilt's cognition and technology group (anchored instruction)' (Charles Sturt University). Constructivism is based on the following principles: Learners bring unique prior knowledge, experience, and beliefs to a learning situation; Learning is internally controlled and mediated; Knowledge is constructed in multiple ways, through a variety of tools, resources, experiences, and contexts; Learning is a process of accommodation, assimilation, or rejection to construct new conceptual structures, meaningful representations, or new mental modes; Learning is both an active and reflective process; Social interaction introduces multiple perspectives through reflection, collaboration, negotiation, and shared meaning [source: Charles Sturt University]. 1.4 Constructivism: Its Techniques According to Jacqueline Grennon Brooks and Martin G. Brooks (1999), 'in the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them'. The Technology Assistance Program holds that 'there is no blueprint for a constructivist classroom, and teaching practices based on constructivism are varied and flexible. Some of the techniques advised or recommended by Technology Assistance Program include: Begin with a problem or issue that your students find relevant and meaningful and that will encourage their autonomy and initiative; Provide students the opportunity for interdisciplinary exploration; Develop tasks that require higher-order thinking; Use raw data and real-world data from primary sources. Constructivist learning models tend to include the following techniques: Focus on learning through posting problems, exploring possible answers, and developing products and presentations; Pursue global goals that specify general abilities such as problem solving and research skills; Stress more group work than individualized work; Emphasize alternative learning and assessment methods: exploration of open-ended questions and scenarios, doing research and developing products; assessment by student portfolios, performance checklists, and tests with open-ended questions; and descriptive narratives written by teachers [source: Charles Sturt University]. 1.5 Role of Constructivism in Classroom 'Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert teachers". This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN' (Thirteen Ed Online). 'A constructivist classroom tends to focus on learning in context and collaboration. Students are asked to solve realistic and meaningful problems which demonstrate real-life connections by associating the concepts being taught with a real-life activity or event because they focus on activities that require students to find solutions to problems the methods used in a constructivist classroom tend to be problem-based learning, project based learning, cooperative/ collaborative learning, discovery learning, etc' (Charles Sturt University). Such a learning technique 'transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge activity rather than just mechanically ingesting knowledge from the teacher or the textbook in fact, constructivism taps into and triggers the student's innate curiosity about the world and how things work they become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings' (Thirteen Ed Online). Some of the needs addressed by Constructivism include the following: Making skills more relevant to students' backgrounds and experiences by anchoring learning tasks in meaningful, authentic, highly visual situations; Addressing motivation problems through interactive activities in which students must play active rather than passive roles; Teaching students how to work together to solve problems through group-based, cooperative learning activities; Emphasizing engaging, motivational activities that require higher-level skills and prerequisite lower-level skills at the same time [source: Charles Sturt University] 1.6 Discussion and Conclusion An analysis of the essay reveals that Constructivism is an important learning philosophy as well as technique that stresses on the active participation of students in the learning process, transforming them from passive absorbers to active participants. With roots that can be traced back to the days of Socrates, Constructivism has evolved into a distinct learning theory or set of theories which have been propounded by numerous psychologists, educators, and others. As stated by the Charles Sturt University, 'learning is therefore not just about memorizing facts but the active process of integrating new experiences and information with existing concepts. Rather than simply absorbing ideas communicated to them by teachers, students take those ideas and assimilate them with their preexisting notions and experience to modify their knowledge and understanding in a more complex, complete, and refined way'. The Constructivist learning theory and technique recognizes the aforementioned basic nature of learning, and taking into account individual differences with their past experiences and mind-set, it seeks to make learning a more interesting and insightful experience for both teachers as well as students. References: Swim, Terri Jo. Theories of Child Development: Building Blocks of Developmentally Appropriate Practices. N.D. Retrieved 20 July 2006 from www.earlychildhood.com/service/profdev Thirteen Ed Online. Workshop: Constructivism as a Paradigm for Teaching and Learning. Retrieved 20 July 2006 from http://www.thirteen.org/edonline/concept2class/constructivism/exploration.html Constructivism in the Classroom. Retrieved 20 July 2006 from http://online.sfsu.edu/foreman/itec800/finalprojects/eitankaplan/pages/classroom.htm Matthews, William J. (2003). Constructivism in the Classroom: Epistemology, History, and Empirical Evidence. Teacher Education Quarterly. Retrieved 20 July 2006 from http://www.findarticles.com/p/articles/mi_qa3960/is_200307/ai_n9248485 Charles Sturt University. NSW HSC Online Professional Development Node. Constructivism. Retrieved 20 July 2006 from http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/constructivism.html Dempsey, Teresa L. Leadership for the Constructivist Classroom. Miami University. Retrieved 20 July 2006 from http://www.ucea.org/html/cases/special%20edition/dempsey.pdf Technology Assistance Program (1998). Constructivism and Technology: On the Road to Student-Centered Learning. Retrieved 20 July 2006 from http://www.sedl.org/pubs/tapinto/v1n1.pdf Read More