Constructivism 101

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Constructivism 101
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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/constructiv
  ism.cfm)

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Principles of Constructivism

• 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)

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Impact on Curriculum

• Less standardized curriculum
• Customized to connect to learners prior
  knowledge
• Emphasizes hands-on problem- solving

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Impact on Instruction

• Teacher as facilitator/guide rather than
  authority
• Focus on making connections between facts
• Experimentation, open-ended questions, extensive
  reflection, dialogue among students

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Impact on Assessment

• Ongoing assessment during instruction
• De-emphasizes traditional grading methods
• Self-assessment, learner articulates growth
  through projects and reflection

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Constructivist Strategies

• Inquiry learning
• Discovery learning
• Situational learning
• Problem-based learning
• Cognitive Apprenticeship

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Constructivist Words and Phrases

• Context
• Authentic
• Multiple perspectives
• Learner-centered
• Prior knowledge
• Higher-order thinking
• Meaningful connections
• Social negotiation

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Discussion Question 1

• What constructivist strategies have you used in
  your classroom?

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Discussion Question 2

• Why is it difficult to be a constructivist in the
  k-12 environment?

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Discussion Question 3

• When might constructivism be the wrong approach?

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How is the NC Quest Course Constructivist?

• Multiple delivery methods
• High degree of student ownership and
  responsibility in the learning process
• Consistent use of reflective practice
• Portfolio-based assessment