Constructivism

Question 1

What three elements define a constructivism approach to learning theory?

• E_________ and B __________ meaning through social and cognitive processes.
• Learning occurs through I_________________. (co-constructed)
• Learning is C__________________.

Answer 1

• ENGAGE and BUILD meaning through social and cognitive processes.
• Learners engage in their surroundings and dynamically build comprehension through social and cognitive processes.*
• Learning occurs through INTERACTION. (co-constructed)
• Learning occurs by interacting with the environment and the people in it.*
• Learning is CONTINUOUS.
• Constructivism focuses on how learners continuously attempt to make meaning based on their experiences, conduct, and the environment.*

Question 2

Constructivism is a blend of theories by which main theorists?

Answer 2

John Dewey: Learning should be contextualized and “real-world” with plenty of opportunities to demonstrate the knowledge.

Jean Piaget: Knowledge acquisition occurs regardless of social context–it is a continuous process of testing what one knows.

Lev Vygotsky: Social setting and collaboration is key to learning through the processes that include modeling and scaffolding.

Question 3

Examples of social learning using a constructivist approach:

Answer 3

Problem-based instruction of real-world examples

Scenario-based learning (i.e., gamification and simulations)

Reciprocal teaching (i.e., a flipped classroom)

Case-based learning

Question 4

• What are 4 general perspectives that explain the way learning is facilitated through social constructivism:*
  1. ______________________: Students engage in social learning activities that involve hands-on project-based methods and utilization of skills.
  2. ____________________: “Big ideas” expand learner vision and become important foundation for learners’ thinking and the social construction of meaning.
  3. ________________________: Implementation of constructivist learning should be emergent as the need arises.
  4. _______________________: Learning is not isolated from the environment but rather is based on relationships.

Answer 4

1. COGNITIVE TOOLS PERSPECTIVE: Students engage in social learning activities that involve hands-on project-based methods and utilization of skills.
2. IDEA-BASED SOCIAL CONSTRUCTIVISM: “Big ideas” expand learner vision and become important foundation for learners’ thinking and the social construction of meaning.
3. PRAGMATIC or EMERGENT APPROACH: Implementation of constructivist learning should be emergent as the need arises.
4. TRANSACTIONAL or SITUATED COGNITIVE PERSPECTIVE: Learning is not isolated from the environment but rather is based on relationships.

Question 5

WHAT ARE THE TWO FUNDAMENTAL PRINCIPLES OF VYGOTSKY’S SOCIAL CONSTRUCTIVISM?

Answer 5

1. More Knowledgeable Other (MKO)

• The MKO refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does.
• MKO is not necessarily an adult or teacher; many times, a child’s peers or an adult’s children may be the individuals with more knowledge or experience. In fact, the MKO need not be a person at all. Some companies, to support employees in their learning process, are now using electronic performance support systems. Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process.

2. Zone of Proximal Development (ZPD)

• The ZPD is the area between the things that a learner can do on her own and the things that she cannot yet do, even with assistance. As we learn, this zone shifts to the right because we are able to do more and more things on our own. A key concept here is that the learner does the “whole” task with support as opposed to breaking tasks down into component skills to be learned in isolation.
• The Zone of Proximal Development (ZPD), taken together w/ the MKO, form the basis of the scaffolding component of the cognitive apprenticeship model of instruction.
• Vygotsky believed that when a student is at the ZPD for a particular task, providing the appropriate assistance (scaffolding) will give the student enough of a “boost” to achieve the task. Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own.

Question 6

What are 6 FUNDAMENTAL PRINCIPLES OF Dewey’s SOCIAL CONSTRUCTIVISM?

1. Learning is an _____ process.
2. Learning happens in ______.
3. Knowledge construction is p______, s______, and c_______.
4. Enduring understanding is _________.
5. Learners _____ their learning.
6. Instructors ______ learning.

Answer 6

1. Learning is an ACTIVE process.
2. Learning happens in CONTEXT.
3. Knowledge construction is PERSONAL, SOCIAL, AND COLLABORATIVE.
4. Enduring understanding is EXPERIENTIAL.
5. Learners DRIVE their learning.
6. Instructors FACILITATE learning.

Question 7

What are the 4 stages of experiential learning, according to Kolb?

1. ________ : a new experience or situation is encountered or reinterpreted from a prior experience.
2. ________ : inconsistencies are noted between the experience and one’s understanding.
3. ________ : reflection gives rise to a new idea or modification of a concept.
4. ________ : learner applies the idea to the world around them.

Answer 7

1. CONCRETE EXPERIENCE: a new experience or situation is encountered or reinterpreted from a prior experience. (EXPERIENCE)
2. REFLECTIVE OBSERVATION: inconsistencies are noted between the experience and one’s understanding. (REFLECTION)
3. ABSTRACT CONCEPTUALIZATION: reflection gives rise to a new idea or modification of a concept. (CONCEPTUALIZE)
4. ACTIVE EXPERIMENTATION: learner applies the idea to the world around them. (TEST)

Question 8

What are the 4 learning styles of experiential learning, according to Kolb?

1. ________ : characterized by observation and exploration of different perspectives.
2. ________ : involves logical and concise approach with an emphasis on ideas and concepts.
3. ________ : problem solvers who excel at finding practical applications and solutions.
4. ________ : Hands-on learning style seen in those who are more intuitive than logical in task execution.

Answer 8

1. DIVERGING: characterized by observation and exploration of different perspectives.
2. ASSIMILATING: involves logical and concise approach with an emphasis on ideas and concepts.
3. CONVERGING: problem solvers who excel at finding practical applications and solutions.
4. ACCOMMODATING: Hands-on learning style seen in those who are more intuitive than logical in task execution.

Question 9

What are FUNDAMENTAL PRINCIPLES of Kolb’s Experiential Learning Theory?

1. All students learn _______.
2. Instruction should include opportunities for r___-_____, h_____-o__ learning.
3. Students should be actively ______ in the learning process (through trial and error) while teachers _______ rather than lecture.

Answer 9

1. All students learn DIFFERENTLY.
2. Instruction should include opportunities for REAL-WORLD, HANDS-ON learning.
3. Students should be actively ENGAGED in the learning process (through trial and error) while teachers FACILITATE rather than lecture. (Note: applying information to a real-world scenario can be challenging. It is useful for instructors to have background knowledge about the learners before implementing a lesson)

Question 10

What are applications of Paulo Freire’s Critical Learning Theory?

1. Instructors should step out of traditional roles and work _______ students.
2. Discussions should be _________ of new perspectives, while all involved (learners and teachers) adjust their perspectives.
3. Look for opportunities to address content from the learner’s _______ and promote “a_______ t______.”

Answer 10

1. Instructors should step out of traditional roles and work ALONGSIDE students. Embrace the mindset of gaining knowledge with students rather than bestowing knowledge upon students (from sage to guide).
2. Discussions should be OPEN and WELCOMING of new perspectives, while all involved (learners and teachers) adjust their perspectives.
3. Look for opportunities to address content from the learner’s OWN REALITY and promote “AUTHENTIC THINKING”

Question 11

EXAMPLES OF CRITICAL THEORY IN A CLASSROOM ENVIRONMENT

Answer 11

Question 12

What is the difference between banking education and problem posing education according to Freire?

Answer 12

Sage on the Stage

Students not call on to know but to memorize contents narrated by teacher

Banking education attempts to resist dialogue and inhibits creativity

Guide on the Side

Teacher is learning alongside the learner

Students are co-investigators engaged in dialogue with the teacher