Constructivism holds that learning involves actively constructing knowledge rather than passively receiving information. It emphasizes that students learn by experiencing and reflecting on the world. The document outlines key aspects of constructivism including assimilation, accommodation, and the zone of proximal development. It also discusses how constructivism and humanism influence classroom practices, advocating for student-centered learning, social learning experiences, and meeting students' basic psychological needs.

1. CURRICULUM
DEVELOPMENT
CONSTRUCTIVISM

2. INTRODUCTION
 The early years are important because it provides the basis for language
for language and physical dexterity, social understanding and emotional
development for the rest of the child’s life.
 The child teaches herself by absorbing information and experiencing the
world around him.
 Such learning is the bases of constructivism, an idea that has generated
much excitement and interest among educators.

3. Constructivism
 Learning is the active construction of knowledge
 It is a perspective of learning that has its origins in the works of Bruner, Piaget and
Vygotsky.
 Learners are not passive recipients of information but are active agents engaging
in constructing their own knowledge.
 Assimilation – fitting new experience into an existing mental structure
 Accommodation – revising an existing schema because of a new experience
 Equilibrium – seeking cognitive stability through assimilation and accommodation

4. Von Glaserfed, 1990
“knowledge is the result of an individual
subject’s constructive activity, not a
commodity that somehow resides outside
the knower and can be conveyed or instilled
by diligent perception of linguistics
communication”

5. Constructivism Inside the Classroom
 Students should not be treated as passive learners
but rather as active learners exploring and going
beyond the information given.
 Authentic settings provide learners with
opportunities to see a problem from different
perspectives as well as negotiate and generate
solutions through sharing and exchange of ideas.

6. Constructivism Inside the Classroom
 Students autonomy and initiative are accepted and
encouraged.
 Higher level of thinking is encouraged.
 Students are engaged in dialogue with the teacher and with
each other.
 Students are engaged in experience that challenge
hypotheses and encourage discussion
 Curriculum emphasizes big concepts, beginning with the
whole and expanding to include the parts

7. Learning is a Social Activity
 Constructivism emphasizes that learning is a social activity.
 Often it is social experiences, rather than what is taught in schools that accounts
for much of the variation in student learning.
 (Vygostky, 1978) the community is the basic fabric of student learning
encompassing the values, beliefs, norms, habits and behaviors of a culture.
 Within their peer group, young adolescents encounter many new ideas and points
of view.
 Organizing this kind of learning is a much more complex kind of teaching
compared to lecturing or demonstrations.

8. Zone of Proximal Development
 It is the range of tasks that the child can perform
with guidance from others but can’t perform yet
independently.
 Scaffold – adults’ contributions to children’s learning
 Support mechanisms that teachers, parents and others
provide to help students successfully perform a task within
their zone of proximal development

9. HUMANISM
 Refers to a wide variety of ideas and techniques.
 They all advocate humanizing teaching and learning.
 The learner is a person who has feelings, attitudes and
emotions
 Stress and constant fear have a profound effect on learner’s
ability to think and learn effectively
 Failure have a major impact on a student’s current ability to
learn.

10. Abraham Maslow
 He observed that humans are constantly striving to control their behavior and seeking
to gratify themselves.
 Maslow’s Hierarchy of Needs (1943)
 Survival needs: food, water, air and rest
 Safety needs: to be safe and avoid danger
 Belongingness and love needs: gain affection of people and need to belong to a group
 Esteem needs: to be recognized and feeling worthwhile
 Knowing and understanding needs: a desire to know, learn, and understand things
 Self-actualization needs: to develop one’s full potential and to fulfill one’s aesthetic needs

11.  Parents and society play a significant role in
ensuring that the psychological, safety, love,
belonging and esteem needs of children are
satisfied.
 Schools must create an atmosphere of trust,
warmth and care.

12. Carl Rogers
 He was a psychotherapist who believed that the client is the most
important person and developed what he called client-centered
therapy.
 Client-centered therapy- the therapist was not to tell the client what to
do but rather the client should learn how to control his/her own behavior.
 He proposed that classrooms become learner-centered and teachers
should facilitate learning.
 Let students talk about their feelings and finding ways to vent their
emotions productively can help them to learn.

13. Arthur Combs
He believed that how a person
perceives himself or herself is most
important and that the basic
purpose of teaching is to help each
student develop a positive self-
concept.

14. 6 Characteristics of Good Teachers
 They are well-informed about their subject
 They are sensitive to the feelings of students and colleagues
 They believe that students can learn
 They have a positive self-concept
 They believe in helping all students do their best
 They use many different methods of instruction

15. Humanism in the Classroom
 Establish a warm, democratic, positive and non-threatening learning environment
 Function as a facilitator
 The teacher may occasionally shows his or her “real person”
 Provide learning experiences
 Teachers as role models
 Student and teachers plan together
 Students are given choices and freedom
 Learning is based on life experiences, discovery, exploring and experimenting