This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials

1. Class PresentationConstructivists Theory of
Learning
Priti Rai GR598
Zaw Htike GH368
Minisha GK1074
Boishi GS1404

2. Introduction
• Constructivist theory of learning is grounded
in the educational philosophy. Constructivist is
the process those structures of knowledge can
be stored in memory and retrieved when
needed learning is modification but the
important of learning happen inside the head
of the individual so constructivist perspective
challenge such views of learning

3. Common definitions of 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. Click on the following links to help explain
constructivism and learn about several guiding principles of
constructivism and how it impacts our learning.
•Constructivism is a theory of learning based on the idea that knowledge
is constructed by the knower based on mental activity. Learners are
considered to be active organisms seeking meaning. but will become
increasing more complex, differentiated and realistic as time goes on.
•Constructivism is a theory of knowledge that argues that humans
generate knowledge and meaning from an interaction between their
experiences and their ideas. During infancy, it is an interaction between
their experiences and their reflexes or behavior-patterns
•Constructivist theory of learning is grounded in the educational
philosophy. Constructivist is the process those structures of knowledge
can be stored in memory and retrieved when needed learning is
modification but the important of learning happen inside the head of the
individual so constructivist perspective challenge such views of learning

4. Types of Constructivism:
• Rational constructivism
• Radical constructivism
• Dialectical constructivism

5. Principles of Constructivism
•It takes time to learn.
•Learning is an active process in which
the learner uses sensory input and
constructs meaning out of it.
•People learn to learn as they learn.
•The crucial action of constructing
meaning is mental

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Learning is a social activity
Learning involves language.
Learning is contextual.
One needs knowledge to learn.
Learning is not the passive acceptance
of knowledge which exists "out there“.
• Motivation is a key component in
learning.

7. Proponents of Constructivism
• John Dewey (October 20, 1859 – June 1,
1952)
• Lev Vygotsky (Lev Semyonovich Vygotsky)
November 17, 1896 – June 11, 1934) was a
Soviet psychologist and the founder of
cultural-historical psychology.
• Jerome Seymour Bruner (born October 1,
1915)
• Jean Piaget (9 August 1896 – 16 September
1980)

8. How to apply in
the classroom?

9. Encourage and support student
initiative and autonomy.

10. Try to use raw data and primary
sources, in addition to manipulative,
interactive, and physical materials.

11. Create a thinking and problemsolving environment.

12. Use coaching and supporting to
build student understanding.

13. Frame tasks using processes such as
classifying, analyzing, predicting and
creating.

14. Encourage communication between
the teacher and the students and
also between the students.

15. Encourage student critical thinking
and inquiry by asking them
thoughtful, open-ended questions,
and encourage them to ask
questions to each other.

16. Provide enough time for
students to construct their
own meaning when learning
something new.

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Lecture = 5%
Reading = 10%
Audiovisual = 20%
Demonstration = 30%
Discussion Group = 50%
Practice by doing = 75%
Teach others / immediate use of
learning = 90%

18. Difference between the normal classroom and
Constructivist classroom.
Traditional classroom
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Student primarily works alone.
Curriculum is presented part to whole, with
emphasis on basic skills.(bottom - up)
Strict adherence to a fixed curriculum is
highly valued.
Curricular activities rely heavily on
textbooks of data and manipulative
materials.
Students are viewed as "blank slates" onto
which information is etched by the teacher.
Teachers generally behave in a didactic
manner, disseminating information to
students.
Teachers seek the correct answers to
validate student lessons.
Assessment of student learning is viewed as
separate from teaching and occurs almost
entirely through testing.
Constructivist Classroom
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Students primarily work in groups.
Curriculum is presented whole to part with
emphasis on the big concept.(top – down)
Pursuit of student questions is highly valued.
Curricular activities rely heavily on primary
sources.
Students are viewed as thinkers with
emerging theories about the world.
Teachers generally behave in an interactive
manner mediating the environment for
students.
Teachers seek the student's point of view in
order to understand student learning for use in
subsequent conceptions.
Assessment of student learning is interwoven
with teaching and occurs through teacher
observation of students at work and through
exhibitions and portfolios.

19. Conclusion
Constructivist’s perspectives on learning and
teaching, which are increasingly influential
today, are grounded in the research of
Piaget, Brunner, Dewey, and Vygotsky.
Constructivists believes that students should
not be given stripped down, simplified
problems, and basic skills drills, but instead
should deals with complex situations and
fuzzy, ill structured problems.