1. Constructivism
Module 13
Brian Schwentner (Group Leader)
Tina Daniel
Amanda Cornell
Brittany Witherington
Victoria Rains
Michaela Avila

2. JeanPiaget
 Believed children are active learners and
that they do not need motivation to learn.
 Developed 4 cognitive stages
1. Sensorimotor - child learns through senses and motor actions.
2. Preoperational – child begins using symbols and images
(pretend games).
3. Concrete Operational – at age 7, child develops logical.
thought, understands other points of view, and learns facts.
4. Formal Operational – at age 12, child moves from concrete
thinking to abstract thinking (form hypothesis; understand
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cause and effect).

3. Jean Piaget
 As children go through 4 stages, they work
cognitively towards equilibrium by utilizing…
 Adaption – child’s cognitive understanding or
development at any given time.
 Assimilation – child assimilates new knowledge as
they experience and learn new things.
 Accommodation – the way a child fits information
into their lives to change their knowledge base
and and understand environment they are in.
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Adaption Assimilation Accommodation Equilibrium

4. JeromeBruner
 Learning is an active process.
 Ideas and concepts created from
former knowledge.
 Learners must be actively engaged
in the learning process.
 One subject is learned many different ways with several
activities.
 Teachers inspire students to discover.
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5. Lev Vygotsky
 Social Cognition
 Learning influenced primarily by social
development.
 Social environment can positively or
negatively effect cognitive development.
 Zone of proximal development
 Difference between problem-solving ability child has
learned, and potential for achievement through
collaboration with advanced peer or teacher.
 Collaborative learning allows students to share different
perspectives with others, and to collaboratively find a
solution.
 Teachers should provide:
 Scaffolding – teachers assess a child’s cognitive/social
development and then designs learning plan. BW

6. John Dewey
 Believed learning should engage and
expand experiences of the learners.
 Educational activities and strategies
should combine concrete and practical
relevance to a student’s life.
 Education was social process and should be an
extension of society.
 Part of the progressive educationmovement in early
1900s
 Educating whole child, physically, mentally, and
socially.
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7. Constructivism: Key Points
 Based on a type of learning in which the learner forms or
constructs much of what he or she learns or comprehends.
 The learner is challenged to explore the learning environment
and make decisions based on trial and error.
 The learner reflects, analyzes, interprets and questions.
 There is more than one viewpoint or way of completing tasks
and discovering them encourages learners to form their own
opinions and ideas when devising solutions to problems.
 Four leading theorists of constructivism: Piaget, Bruner,
Vygotsky, and Dewey.
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8. Learning Implications of the
Student
 With technology:
-Learning new technology or more advanced technology
by working from previous skills and knowledge of other
technologies. Ex: learning how to use Google Docs after
mastering Microsoft Word or vice versa.
 Without technology:
-Building on previous knowledge in order to understand a
new concept.
-Making modifications to old concepts based on new
information.
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9. Teacher Implications
With Technology Without Technology
 Collaborative learning:  Critical Thinking skills should be
students work together to targeted to help aid
share their different comprehension. (Example: How
perspectives with each can you teach this skill to
other. (Example: Using someone else?)
graphing calculators to help
each other solve math  Student Directed: teachers
serving as a guide for resources.
problems.) (Example: Students can make
their own lessons to carry out a
 Anchored instruction: using learned concept.)
prior knowledge and
information to help solve  Socratic Method: students learn
particular problems. how to analyze problems, to
(Example: Students can use think critically about their own
the web to get new ideas point of view and the opinions of
on how to solve problems.) others, as well as to articulate
and defend their position.
(Example: Why do you feel this
way? Why do you think they feel
that way?) MA

10. Constructivism: Why it Works in
the Classroom
 I learn by forming and constructing, through my actions, my
thoughts, and I comprehend this information by what and who
I am surrounded by.
 Learning is an experience. Learning is an activity. Learning is
inquiring. Learning is acquiring. Learning is discovery. Learning is
influenced by social development. Learning is collaborating.
 Educate the Whole Self, physically, mentally and socially!
 Use of technology is fun, engaging, exciting, current, and
informative. I can acquire new information from the internet,
even from my own peer group, and I am able to collaborate
with my classmates whether I am in, or outside of, the
classroom.
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11. Constructivism: Why it Works in
the Classroom
 When we are working with apps to solve problems, I understand more
when I work in a group. We brainstorm, and get results.
 I learn more when my classmates help me with the small stuff, otherwise
I am wasting time and tend to get lost, and lose focus on what I am
learning. Problem Based Learning (PBL), Hands-on activities,
Cooperative Learning
 My previous knowledge is my Anchor (Anchored instruction) this helps
me make the connection to new information.
 Having charts and posters in my classroom helps me make a
connection to new material (scaffolding).
 I learn thoroughly and effectively when I work with others and/or when I
work with an advanced peer or expert- Vygotsky’s Zone of Proximal
Development (ZPD)
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12. Works Cited
 "Educating South Carolina." : John Dewey's "pedagogic
Creed" Is worth Reviewing. Web. 17 Apr. 2012. <http://
educatingsouthcarolina.blogspot.com/2012/03/john-
deweys- pedagogic-creed-is-worth.html>.
 "Jerome Bruner and His Inspiration." Ethos, Editorial Office,
University of Illinois, Urbana-Champaign. Web. 17 Apr.
2012.
<http://ethos.anthro.illinois.edu/JeromeBruner.htm>.
 "Lev Vygotsky @ Disambiguation.bravehost.com - A
Bravenet.com Hosted Site." A Bravenet.com Hosted
Site. Web. 17 Apr. 2012.
<http://disambiguation.bravehost.com/ 3.html>.
 "Piaget." My Webspace Files. Web. 17 Apr. 2012. <http://
webspace.ship.edu/cgboer/piaget.html>.
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