Constructivist Teaching Methods - Constructivist Teaching Strategies - Examples of Constructivist Activities

Examples of Constructivist Activities

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

• Experimentation: students individually perform an experiment and then come together as a class to discuss the results.
• Research projects: students research a topic and can present their findings to the class.
• Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.
• Films. These provide visual context and thus bring another sense into the learning experience.
• Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.

Constructivist approaches can also be used in online learning. For example, tools such as discussion forums, wikis and blogs can enable learners to actively construct knowledge. 'A contrast between the traditional classroom and the constructivist classroom is illustrated below:

The Traditional Classroom • Begins with parts of the whole–Emphasizes basic skills • Strict adherence to fixed curriculum • Textbooks and workbooks • Instructor gives/students receive • Instructor assumes directive, authoritative role • Assessment via testing / correct answers • Knowledge is inert • Students work individually

The constructivist Classroom • Begin with the whole – expanding to parts • Pursuit of student questions / interests • Primary Sources / manipulative materials • Learning is interaction – building on what students already know • Instructor interacts / negotiates with students • Assessment via student works, observations, points of view, tests. Process is as important as product • Knowledge is dynamic / change with experiences • Students work in groupsSource : Thirteen Ed Online (2004)

Because existing knowledge schemata are explicitly acknowledged as a starting point for new learning, constructivist approaches tend to validate individual and cultural differences and diversity.