A
Constructivist
View of
Learning
What is learning?
• Is it memorizing information and being
able to repeat it on an exam?
How do we learn?
• Think about times when you have
learned a lot and times we you
haven’t. What makes the
difference?
• Think about something you can do
well. How do you learn to do it?
• We learn best when…
Views of learning…
• Transmission view: The teacher or text
transmits knowledge which goes
directly into the learner’s brain.
Views of learning…
• Constructivist view: Each learner must
construct his or her own understanding,
based on his/her own experiences.
Knowledge &
experiences
New ideas,
readings, etc.
Understanding
A Constructivist view of learning
says…
• Knowledge is both individually and socially
constructed.
• Learners construct their understandings by
relating new information to their
background knowledge and experiences
(Piaget).
• Social interaction furthers our learning.
Adults provide scaffolding that allows
learners to be successful with more and
more difficult tasks (Vygotsky).
Vygotsky…
• Adults scaffold children’s learning by
providing assistance in the Zone of
Proximal Development.
• “What I can do with assistance today I
can do on my own tomorrow.”
• The ZPD describes things the child
cannot do on his own, but can do with
assistance.
What I cannot do even with assistance.
What I can only do with assistance.
“ZPD”
What I can already do.
Scaffolding Students’ Learning
• Choose an activity within the students’
Zone of Proximal Development.
• Decide what students need to be able to
do to successfully complete the activity.
• Design activities to help the student
successfully complete the activity, such as
demonstrations, group practice,
rehearsal, self-assessment.
Scaffolding Students’ Learning:
Writing an online riddle
• My struggling students really dislike
writing. To help them be successful at
writing, I can
– Create a motivating activity: writing online
animal jokes.
– Provide examples.
– Provide assistance with the writing: giving
them a format to follow.
– Publish their work.
I have four legs.
I live in the desert.
I have a hump.
What am I?
I have _______________.
I live ________________.
I have _______________.
What am I?
Choose Insert, Picture, and Clip Art. Then double click
on the picture you want and delete this box.
Scaffolding Students’ Learning:
Writing an Animal Poem
• Read examples.
• Write an example as a group.
• Guide students’ writing by
borrowing the structure of an
existing poem.
• Publish students’ work.
Giraffes.
I like them.
Ask me why.
Because their necks stretch to
the sky.
Because they’re quiet, calm and
shy.
Because
Because
Because. That’s why
I like giraffes.
Zebras.
I like them.
Ask me why.
Because they are striped.
Because they look like
horses.
Because
Because
Because. That’s why
I like zebras.
.
I like them.
Ask me why.
Because
.
Because
.
Because
Because
Because. That’s why
I like
.
How would you provide
scaffolding for…
• Successful reading of an article on
tornadoes?
• Writing a book report?
• Giving a mock TV newscast?
• Writing a poem?
• Writing a play?
• Answering on-demand test questions?
In class writing:
• How would you provide
scaffolding for a task in your
classroom?
• Consider trying out this idea and
including it in your Application
Paper.