Angelo, Katelyn, and Jaclyn Constructivism

2. Constructivist Theory
Constructivism is based on a type of learning in
which the learner forms, or constructs, much of
what he or she learns or comprehends.
Cognitive-how the individual learner undsertand
things in terms of developmental stages a nd
learning styles
Social- how meanings and understandings grow
out of social encounters

3. Key People/Key Points
Jean Piaget (1896-1980)
Believed children are constructing new knowledge
as they move through cognitive stages.
Interpret knowledge differently through different
stages.

4. Cognitive Stages Ages (Approximate) Characteristics of
Learning
Sensorimotor Birth to 2 years Imitation, learn through
senses and motor
activities, do not
understand the world
around them, and
egocentric
Preoperational 2 to 6/7 years Egocentric, pretend play,
drawing ability, speech
and communication
development, concrete
thinking, and intuitive
reasoning
Concrete operational 6/7 years to 11/12 years Classification, logical
reasoning, problem
solving, and beginnings
of abstract thinking
Formal operational 11/12 years through
adulthood
Comparative reasoning,
abstract thinking,
deductive logic, and test
hypotheses

5. Jerome Bruner (1915-)
States that learning is an active process
Learner’s construct new ideas based on
current/past knowledge
Participatory learners
Actively engaged in learning process

6. Lev Vygotsky (1894-1934)
Zone of Proximal Development (ZPD)
Refers to what learner can do with help
Kids worked better when collaborating

7. John Dewey (1859-1952)
Teachers should create activities that is concrete
and relevant to students
Education is a social process
Viewed learning as student-directed
Teacher is a guide
Students learn by doing

8. Classroom Implications
Teachers without technology
Analyze and study
students
Create activities that
build upon findings
Serve as guide for
resources
Make education relevant
Teachers with technology
Use computers to track
progress
Use teacher resource
websites for activities
Find technology
appropriate for students

9. Classroom Implications
Students without
technology
Cooperate with others
Discovery learning
Learn by doing
Analyze problems and
think critically
Students with
technology
Use the internet for
research
Electronic flashcards
Use of digital media
Use of technology as a
tool to learn

10. What we think
We all actually really like this theory a lot. In a lot of
our classes, the three of us have had professors say
that this is actually the direction that teaching is
heading, where the students lead in the education,
and we, as the educators, are there as a guide. We
think that it’s always interesting to hear what the
students have to say during discussions and we do
agree with this theory that learning by doing is the
best way to go about it. The students not only retain
more information that way, but they also are an active
participant in their own education.

11. Credits
Information gathered from:
Atherton J S (2011) Learning and Teaching;
Constructivism in learning [On-line: UK] retrieved 18 April
2013 from
http://www.learningandteaching.info/learning/constructivi
sm.htm
Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter.
Teachers Discovering Computers: Integrating Technology
in a Connected World. Boston, MA: Course Technology
Cengage Learning, 2012. Print.

12. Credits
Pictures gathered from:
http://www.learningandteaching.info/learning/constructivism.htm
(ZDP)
http://www.nndb.com/people/359/000094077/ (Jean Piaget)
http://dewey.pragmatism.org (John Dewey)
http://edtech2.boisestate.edu/flemmerl/EDTECH575/jeromebruner
.html (Jerome Bruner)
Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter.
Teachers Discovering Computers: Integrating Technology in a
Connected World. Boston, MA: Course Technology Cengage
Learning, 2012. Print (Cognitive Stages Chart)