This document discusses constructivist teaching practices and strategies. It begins by outlining some key constructivist theorists like Piaget, Vygotsky, Montessori, and Bruner. It then provides examples of constructivist teaching strategies like incorporating play, multisensory learning, peer discussions, and multiple intelligences. Throughout, it emphasizes the importance of viewing students as active participants in building their own knowledge and creating a supportive learning environment.

2. o New to teaching
o Experimental
o Reflecting to improve

3. o More experienced
o Immersed in curriculum
activities
o Building relationships
o Engaged but critical
o Classroom management
o Balancing old and new

4. o Exude confidence
o Self efficacy
o Sense of with-it-ness
o Inspirational
o Embracing new
modalities and
theories
o Creating their own
path

5. o Stay in comfort zone
o Criticise new
theories and
teaching practices
o Teach to students
not for students
o Lost passion

6. o What about you?
o Can you relate?
o Are you ready to link prior experience
with future teacher potential?
o Where do you fit?
o Which group?
o What next?
o What will you be?

8. o Start now to develop your own teaching
identity
o Use your story and the stories of others to
guide you
o What experience do you bring?

9. o Position your students so they can use the knowledge they
have
o Affirm prior knowledge
o Challenge assumptions

10. Constructivism is…
o A theoretical
perspective
o Learners construct
knowledge in relation
to experience
o Learners don‟t absorb
knowledge at face
value

11. “Our experience of the world is presented to us
by our 5 senses. The information is transmitted
to our brain which then attempts to construct
a meaningful account of the sensory inputs.
This construct of meaning depends heavily on
our previous experience as the brain tries to
relate the incoming information to that
already processed or assimilated. This previous
experience is, in effect, a prejudice. We do no
see the world as it is, but as we are. This leads
to one of the basic principles of constructivism;
truth is not absolute, it is merely a
construction of viable explanations from our
experiences” (1996, pg. 27)

12. o Natural, relevant, productive and empowering
form of instruction for students.
o It‟s about recognising existing ideas and building
on them to create a richer, diverse set of
concepts.
o Piaget (1896-1980)
o Dewey (1859-1952)
o Vygotsky (1894-1934)
o Montessori (1870-1952)
o Bruner (1915-current)

13. o Children are curious and love to explore
o They want to learn
o Assimilation:- The ability to deal with new
knowledge or experiences in a way that is consistent
with prior learning
o Accommodation:- The ability to deal with knowledge
or experiences by modification or creation of links
in relation to prior learning
o Disequilibrium:- A state of confusion that occurs
when learning can not be assimilated or
accommodated
o Equilibrium:- The ability to restructure ideas, beliefs
and knowledge
o Cognitive Constructivism:- Making meaning relies
on individual cognition to process information
within existing schema/frameworks of
understanding

14. o Adults convey meaning to children via informal and formal interactions.
o Children incorporate alternate understandings in order to construct
meaning.
o Actual Development Level:- the highest level at which a child can
successfully perform a task independently
o Level of Potential Development:- the highest level at which a child can
successfully perform a task with assistance
o Zone of Proximal Development:- the range of tasks that can be achieved
with assistance but which are too difficult to perform alone
o Co-Construction:- a shared approach to meaning making as a learning
process where participants combine knowledge together in new ways.
o Guided Participation:- involves teachers and students working on
meaningful shared tasks that include shared values. It usually involves
tasks that lead to an end point
o Peer Tutoring:- a children mastery over tasks, they can begin to teach
others what they have learned. As a result, learning is consolidated,
motivation is heightened and the „teachers‟ become more competent at
guiding themselves.
o Self regulation:- directing and controlling one‟s own actions by using self-
talk and inner speech.
o Cooperative Learning Groups:- group work in which children work
collaboratively.

15. o Authentic Activities:- tasks that closely resemble those that children ay
encounter in the adult world.
o Scaffolding:- the temporary guidance and support provided to learners as
they increase competence in areas of development and learning (coined
by Jerome Bruner, but typically applied to Vygotsky‟s view of guided
instruction with in a students ZPD)
o Inner Speech:- the words that are used by children and adults to
communicate interpersonally as a way of guiding behaviour and
thinking. By participating in private speech learners are able to
transform knowledge and dialogue with others their own personal
thinking blocks.
o (Hedges 2000; Hurst & Cooke, 2010; pg. 267-271; Marsh, 2012; pg 46;
Machado & Botnarescue, 2008;pg 120 and Mc Devitt & Ormrod, 2004; pg
166-175)
o McDevitt and Ormrod (2004) cite Berk and Spuhl as saying: “children
who talk themselves through challenging tasks pay more attention to
what they are doing and are more likely to show improvement in their
performance” (pg 175).

16. As I sit on the edge of my bed, I can feel the nervousness begin
to creep into my hands and feet. Like a drummer without sticks,
I tap to the rhythm of my racing heart. Consciously I take a few
deep breaths. My heart slows; as does my tapping.
Today is my interview with the school and for some reason, the
excitement surrounding this position is reaching epic proportions.
Seeds of doubt challenge to unravel my desire to do well. I begin
to remind myself about successful interviews I have had in the
past:
“My interviews generally go well”;
“I have the necessary skills and am willing to learn more so
I can do the job well”;
“All my resources and references are ready”
Knowing there is not much more I can do, I grab my bag and
keys and head for the car.

17. The drive to the school is a fairly easy one and I arrive with
plenty of time to spare. I pass the water features on my way in
and I remind myself to:
“Relax… and breathe”
I inform the lady at the desk that I am here for an interview. She
asks me to take a seat and wait for a moment. I continue my
mental checklist:
“I have arrived early”;
“I have checked my appearance in the mirror - NO I don’t
have any toilet paper stuck to the bottom of my shoes, - NO my
skirt is not hitched up into my stockings!”
A lady in red approaches me and introduces herself:
“Great! This is the lady I am supposed to meet…, but why is she
asking why am I here?
I respond that I am here for an interview, but one look at her
face tells me that she is not expecting me!
“ No! No! NO! NO! NOOOOOO!”
“Relax… and breathe!”

18. I pull out the email sent to me from the recruitment agency and as I
do, my eyes fixate on the date – A WEEK FROM TODAY!
“NOOOOOOOOOOOOOO!”
I was so excited about the interview and made sure I had fulfilled the
requirements of the interview brief, yet here I was a week early:
“Relax… breathe; relax… breathe…. BREATHE!”;
“I wonder what my chances are of having the floor open up and
swallow me whole, Right. About. Now!”
No hole appears, so I will myself to stay calm and positive. I apologise
to the lady for inconveniencing her and tell her:
“I don’t know what to tell her, so I try to insert some humour”.
Well I guess I will have to look forward to meeting you again – same
time, same place, but in a week from now. With that I walk out with
as much dignity as I can muster after making such a blunder. As I
walk to the car, I try to focus on the positives:
“ I already know where to go and have met one of the panel
members”
“I have an extra week to refine and improve my presentation”.
So, I’ll try again next week and hopefully I can build on my previous
attempt with a flawless interview and of course double checking that
I have the right date this time.

20. o Start adopting practices that suit you.
o Teaching is about knowing what to
teach, how to teach it, who you teach
and what their needs, wants and
behaviours are.
o Student learning must be balanced
with teacher learning.
o Actively improve pedagogy.

21. Pedagogy: the art, science or strategies of
teaching based on professional knowledge
and reflective practice

22. o Who? (teachers and students)
o What? (subject matter)
o How? (instructional methods
o A) You are NOT alone: We all have bad days
o B) Don‟t give up!: The more we know about
learners and the learning process, the easier it is
to guide and facilitate learning.

23. o A constructivist pedagogy is one which enhances
student learning through the engagement of
their pre-existing knowledge.
Students
o Construct new knowledge
o Identify what they already know and
o Seek solutions to what they want to learn
High Quality Teaching= Effective Pedagogy

24. Effective pedagogies
involve time spend
critically reviewing
personal and collective
beliefs, practices,
theories, ideas and
outcomes.
How well can you merge
the path between the
system/school and the
students?

25. Transformative teaching practices take time. Our work
should be of strong social value. When we see the effect on
our students and their families then we will be able to face
the challenges of our profession.
Constructivist teachers view learners as
o Self regulated
o Active participants
o Co-constructors of meaning
A constructivist learning environment encourages
o social networking
o Experiential opportunities
o Inquiry-based or problem based learning

26. Context
Context
CRAFT
KNOWLEDGE
A
Personal Experience Teacher’s Personal Practical
(Components of
Teacher Wisdom) Practical Knowledge
Theory
Formal Teaching
Education Courses
Context Context

27. o Experiment with physical objects and natural phenomenon~
play with water, sand, leaves; go on a nature/learning walk,
construct dioramas about natural habitats
o Make time for play everyday~ set up a doll‟s hairdressing
salon; build cubby houses; role play being superheroes;
construct a tower with blocks, play ball games, create a shop
corner, incorporate board games
Many share Vygotsky and Piaget‟s belief that play provides an
arena where children practice the skills they will need in later
life. Play helps children experiment with new combinations of
objects, identify cause-effect relationships and learn more about
other people‟s views and ideas (Mc Devitt & Ormrod (2004; pg
171)

28. o Create Multisensory Learning Opportunities~ Cooking, sharing a
meal with a common theme, dancing, creating a piece of art from
nature, pin the tail on the donkey
Learning occurs as the child interacts with the environment using all
of their senses (sight, smell, taste, touch, hearing) kinaesthetically (with
an awareness of where the body is in space). (Machado & Botnarescue,
2008; pg 104)
o Peer/ Group Discussions~ Community circles; Tribes; Topic Soap Box;
In the Spotlight; Show and Tell; End of task share time.
Utilising student initiated or teacher directed conversations enables
students to voice their opinions, ideas and helps them gain an
understanding and an appreciation for alternate perspectives, as they
ask questions, solve problems, raise issues while validating each
person‟s individuality and contribution to the classroom.

29. o Incorporate Multiple Intelligences or Learning Styles~ Using
Gardner‟s approach to Multiple Intelligences to create
learning activities that focus on each type of intelligence.
These include: logical/mathematical; musical; spatial;
linguistic; bodily-kinaesthetic; interpersonal; intrapersonal,
naturalist (Churchill et al, 2011; pg 94)
According to Machado & Botnarescue (2008), a child
remembers~ 10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say and write and
90% of what they experience using a multiple
intelligence approach to learning.

30. o Find ways of helping your students to see themselves
as capable and belonging to the group~ Star/VIP of
the day/week; positive reinforcement; verbal praise;
offer viable choices; utilise cooperative learning
strategies; assign roles of responsibility.
o Create a secure, rather than a coercive classroom
environment where children can cooperate, develop
reciprocal respect, exercise their curiosity and
confidently figure things out on their own

31. o Share the students pleasure, frustration and disappointment~ help them
articulate what they are feeling and why; discuss one-to-one or if the
situation allows it, have a group discussion about the issue where the
children find solutions; provide avenues of reflection such as drawing,
journaling or role plays.
o Incorporate thematic units of investigation~ create a multiple intelligences
grid of activities for the children to choose from, let the themes be driven by
student interest, develop an topic table where children can bring relevant
items from home to discuss and display
o Have high expectations for all students~ engage in affirming, non verbal
behaviours (smile, lean in when they are talking, make eye contact); treat
them as though they are as enthusiastic about learning/the topic as you,
provide various ways of immersing in a subject.
Teacher decisions are based on assumptions of child potential and have a
tangible effect on student achievement. Children tend to internalise the beliefs
teachers have about their ability and will generally rise or fall to that level of
expectation (Machado & Botnarescue, 2008; pg 140)

32. o Create problem-based or open-ended tasks that encourage students to take an
active role in building understanding and making meaning~ use children
inspired questions to provide investigation into teachable moments – e.g. if
someone walks in with a broken bone, use that opportunity to teach about
bones, formulate questions, address complex issues (how do bones get broken?)
and resolve problems (what can we do in the playground to avoid breaking
someone‟s bone?). (Marsh, 2010; pg 211)
o Create assessment tasks that are authentic and real~ the end point needs to
be something that is tangible, something that has transferable skills for life –
recall information and what it means to them, a product of investigation
such as a poster, power point presentation, video, creative design
o Allow time for reflection (of self, of learning, of topic/unit)~ journal writing;
lesson share time; peer review/assessment; self assessment.
This is when most students are able to make direct links between their prior
learning and new information and meaning. Without reflection time, each
task becomes nothing more than an interesting exercise where students may
or may not learn something. Remember the key to constructivist learning is
that students just don‟t absorb knowledge they need to interact with it.

33. Cowley and Underwood (as cited in Machado & Botnarescue,
2008; pg 102) suggest seven strategies which help children
learn in a constructivist classroom:
o Review and repeat past experiences to strengthen
cognitive associations ( or schema)
o Relate activities and situations to real life experiences
o Provide opportunities for practicing skills
o Help Children articulate their ideas and discoveries
o Verbally mirror statement of learning and emotions
o Make links between present task and prior learning
o Build positive relationships with every student

34. o What will you do to ensure that students feel accepted by you, by
their peers?
o What will you do to allow students to reflect on and articulate their
feelings and ideas about learning?
o How will you establish expectations and a sense of predictability in
your classroom and your students?
o What strategies will you implement to create a learning
environment that is comfortable, orderly, safe and secure?
o How will individual learning and equal contribution be celebrated
in your classroom?
o What will you do to ensure that each student has some control over
their own learning construction?
(Churchill et al, 2011; pg 162)

36. o Traditional educational discourses
position the student as inferior.
o Teachers must deliberately choose to
cultivate an environment that does
otherwise.

37. o Classroom Management~ a differentiated curriculum means that
often lots of different groups are happening simultaneously.
o Teachers can feel daunted or overwhelmed.
o Remember! Misbehaviour is not insubordination, it is an outlet of
need.
o 6 „r‟s‟
o Routines
o Rituals
o Rights
o Responsibilities
o Rules
o Results (Consequence of choice)
o (Churchill et al, 2008; pg 80 & 166)

38. o Self Efficacy~ how a student or teacher views their capacity to
perform a task.
o Self Efficacy is informed by a person‟s confidence, motivation and
self knowledge.
o The higher the level of self efficacy, the greater the perseverance to
a task. (Garvis & Pendergast, 2011)
o Teacher self efficacy is formed in the early years of teaching.
o Can lead to anxiety, learned helplessness and even failure.
o Ensure intrinsic and extrinsic motivation is applied
o Break things down into smaller, achievable tasks
o Reward on completion

39. o Teaching Styles vs Student Learning Styles
o Can be diametrically opposed (Marsh, 2010; pg 196).
o Teachers teach the way they learn.
o Linked to teacher self efficacy.
o Embrace a variety of instructional methods.

40. Pyramid of Instructional
Choice Direct Instruction
(Not in any particular order) Discussion
Problem-based Learning
Independent Study
Inquiry Learning
Learning Centres
Lectures/Presentation
Cooperative Learning
Oral Reports
Practice Skills
Projects
Questions
Brain Storming
Small Group Work
Role Plays
Constructive Learning
Online Teaching
Demonstrations

41. o Pedagogy vs Andragogy~ Andragogy is the process of moving
from a state of dependence towards independence and self
directedness
o Teacher may be unaware that a student has moved past their Zone
of Proximal Development.
o Teachers need to ensure observations and assessments are
performed regularly.
o If intervention or the rise of challenge is not timely, student
disinterest and boredom can set in.
o Impact on classroom management.

42. Constructivism is an approach to teaching that recognises that
everything a person learns is mediated by their prior
experiences and understanding. One of the most debated and
influential theories in education of our time, it positions the
student as a constructor of their own knowledge rather than
simply absorbing what they are taught.
Pre-service education courses provide socialisation and
induction into the profession and as such, it plays a important
role in the construct of teacher identity, self-efficacy, and
ongoing learning. It is during your teaching course where you
will learn the value of critical reflection and strategies to help
navigate the school-teacher-student dichotomy. Theories of
learning and theories of pedagogy do not always fir
comfortably with one another, therefore beginning teachers
must think about teaching and learning within the
environment in which they find themselves.

43. The constructivist approach is distinguished by the cognitive action that takes
place as children create meaning from experiences and new knowledge from
activities. A safe, secure and supportive classroom allows children to work
cooperatively, develop respect and understanding for others, exercise their
curiosity and gain confidence by solving problems on their own.
By providing a wide variety of materials, creating activities, assessing
processes and alternating instruction choice, teachers help facilitate learning
by proposing ideas rather than imposing them. Key program features include
activation of prior knowledge, investigations, collaboration, games, humour,
narrative episodes, task mastery and independent thinking.
While constructivism focuses on maximising understanding, it is also a mode of
instruction which is not without it‟s limitations. However, these can be
overcome with perseverance, resilience and creativity. Once overcome, the
constructivist teacher can continue to:
•Ensure learners can construct own meaning
•Emphasise active learning
•Engage learners in authentic tasks
•Encourage social interaction and discussion
•Embrace scaffolded learning opportunities
•Entertain inner speech as thinking process and
•Explore relationships with others.