Constructivist
Learning Theory
And Instruction
Constructivist Learning
Theory
Learners construct
new knowledge by
applying old
understandings to
new experiences
and ideas.
Constructivism
Assimilation
Equilibrium
Dissonance
Accommodation
The SOMETHING that HAPPENS
is what you – the teacher – have to
provide.
Then, you guide the students to
assimilate and accommodate.
Teaching Upside-Down
1.
2.
3.
4.
There is some kind of student-centered
introduction that lets them tell you what
they know and think.
There is some kind of activity that lets them
use higher order thinking skills.
The teacher offers additional information and
guidance to help students draw conclusions
(construct knowledge).
The teacher offers additional opportunities
for more information, given the context of
what the students have discovered.
What would you say is the
most important part of
learning according to
constructivists?
“If I had to reduce all of
educational psychology to
just one principle, I would
say this: the most important
single factor influencing
learning is what the learner
already knows. Ascertain
this and teach him
accordingly.”
Ausebel (1968)
In the demonstration lessons,
where and how was prior
knowledge accessed and
assessed?
Where do the “new
experiences” come from?
Where do the “ new
ideas” come from?
Learning
Getting knowledge
that is inside to
move out; getting
knowledge
outside to move
in.
New learning is
enriched as
learners wrestle
with ideas on the
outside before
bringing them in
and taking
ownership.
Learning is least useful when it
is private and hidden; it is most
powerful when it becomes
public and communal.
Learning flourishes when we think
we know and offer it as community
property among fellow learners so
that it can be tested, examined,
challenged and improved before
we internalize it.
Learning should be social!
Why is making it social valuable?
Which is better?
Getting it from a peer…
Or getting it from a teacher?
How does it all fit?
• Behavioral
• Social
• Information
Processing
• Constructivist
What does this mean for the
teacher?
• You must find out and use what
they already know.
• You must hear their ideas.
• You must let them talk to each
other.
• You must let them figure it out (or
think they did).
Which works best?
It depends…
Your Lessons
1. Read it.
− What learning theories are being employed?
− How do you know?
− Are they appropriate?
2. To what degree is inquiry appropriate for
your lesson?
– Not at all. (Are you sure? It’s okay if it is and you
are.)
– Entirely!
– Just in the beginning.
– At the very least…
3. Just figure out what is appropriate for
– The learner
– The content