Social Constructivism, Multiple Intelligence and Brain-based Learning)

1. Foundation of Education
MAT 505 TUP-LOA
"Tell me and I'll forget. Show me and I'll
remember. Involve me and I'll understand."
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-Confucius (551 BC-479 BC) Chinese Philosopher.

2. Principles and Theories
of Learning
Christian D. Sario

3. OUTLINE
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Principles and Theories of Learning
•Social Constructivism
•Multiple Intelligences
•Brain-Based Learning

4. Social Constructivism
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• Social constructivism emphasizes the importance of
culture and context in understanding what occurs in
society and constructing knowledge based on this
understanding (Derry, 1999; McMahon, 1997). This
perspective is closely associated with many
contemporary theories, most notably the
developmental theories of Vygotsky and Bruner, and
Bandura's social cognitive theory (Shunk, 2000).

5. Lev Vygotsky (1896 – 1934)
• After college, taught in secondary
school and at a teacher’s college.
Joined a research team lead by
Alexander Luria at Moscow Institute of
Psychology. Soon after, became the
leader and formed a troika with Luria
and Alexei Leont’ev. After his death,
academic life became politicized and
his published work did not re-emerge
until the 1960’s. Some aspects of his
research were ultimately discarded,
but cultural- historical research, now
seen as social constructivism,
survived.

6. Jean Piaget (1896 - 1980)
Theory of Cognitive Development.
Children construct an
understanding of the world around
them, then experience
discrepancies between what they
already know and what they
discover in their environment.
Assimilation and Accommodation
Theory Stages of Cognitive
Development

7. Jerome Bruner (1915- )
• Key figure in Cognitive Revolution--
All children are naturally curious.
Learning is an active, social process
in which students construct new
ideas or concepts based on current
knowledge.
• Three Modes of Representation
-Enactive, Iconic and Symbolic. The
Process of Education . Role of
Structure in Learning .Readiness for
Learning . Intuitive and analytical
thinking . Motives for Learning

8. Assumptions of Social
Constructivism
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• Social constructivism is based on
specific assumptions about reality,
knowledge, and learning. To
understand and apply models of
instruction that are rooted in the
perspectives of social constructivists,
it is important to know the premises
that underlie them.

9. 3 Assumptions:
• Knowledge is a product of human
interaction
• Knowledge is socially and culturally
constructed that is influenced by the
group and its’ environment .
• Learning is a social activity

10. Assumptions of Social
Constructivism
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• Reality: Social constructivists believe that reality is constructed
through human activity. Members of a society together invent the
properties of the world (Kukla, 2000). For the social constructivist,
reality cannot be discovered: it does not exist prior to its social
invention.
• Knowledge: To social constructivists, knowledge is also a human
product, and is socially and culturally constructed (Ernest, 1999;
Gredler, 1997; Prat & Floden, 1994). Individuals create meaning
through their interactions with each other and with the
environment they live in.
• Learning: Social constructivists view learning as a social process. It
does not take place only within an individual, nor is it a passive
development of behaviors that are shaped by external forces
(McMahon, 1997). Meaningful learning occurs when individuals are
engaged in social activities.

11. Social Context for Learning
• Historical developments inherited by the learner as a member
of a particular culture. Symbol systems, such as language,
logic, and mathematical systems, are learned throughout the
learner's life. These symbol systems dictate how and what is
learned.
• The nature of the learner's social interaction with
knowledgeable members of the society is important. Without
the social interaction with more knowledgeable others, it is
impossible to acquire social meaning of important symbol
systems and learn how to use them. Young children develop
their thinking abilities by interacting with adults.
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12. General Perspectives of Social
Constructivism on Learning
There are four general perspectives that inform how we could facilitate the
learning within a framework of social constructivism (Gredler, 1997):
1. Cognitive tools perspective: Cognitive tools
perspective focuses on the learning of cognitive skills
and strategies. Students engage in those social
learning activities that involve hands-on project-based
methods and utilization of discipline-based
cognitive tools (Gredler, 1997; Prawat & Folden,
1994). Together they produce a product and, as a
group, impose meaning on it through the social
learning process.

13. General Perspectives of Social
Constructivism on Learning
2. Idea-based social constructivism: Idea-based
social constructivism sets education's priority on
important concepts in the various disciplines (e.g. part-whole
relations in mathematics, photosynthesis in
science, and point of view in literature, Gredler, 1997,
p.59; Prawat, 1995; Prawat & Folden, 1994). These "big
ideas" expand learner vision and become important
foundations for learners' thinking and on construction
of social meaning (Gredler, 1997).

14. General Perspectives of Social
Constructivism on Learning
3. Pragmatic or emergent approach: Social
constructivists with this perspective assert that
the implementation of social constructivism in
class should be emergent as the need arises
(Gredler, 1997). Its proponents hold that
knowledge, meaning, and understanding of the
world can be addressed in the classroom from
both the view of individual learner and the
collective view of the entire class (Cobb, 1995;
Gredler, 1997).

15. General Perspectives of Social
Constructivism on Learning
4. Transactional or situated cognitive
perspectives: This perspective focuses on the relationship
between the people and their environment. Humans are a part
of the constructed environment (including social relationships);
the environment is in turn one of the characteristics that
constitutes the individual (Bredo, 1994; Gredler, 1997). When a
mind operates, its owner is interacting with the environment.
Therefore, if the environment and social relationships among
group members change, the tasks of each individual also change
(Bredo, 1994; Gredler, 1997). Learning thus should not take
place in isolation from the environment.

16. Social Constructivism and
Instructional Models
• Instructional models based on the social constructivist
perspective stress the need for collaboration among learners
and with practitioners in the society (Lave & Wenger, 1991;
McMahon, 1997). Lave and Wenger (1991) assert that a
society’s practical knowledge is situated in relations among
practitioners, their practice, and the social organization and
political economy of communities of practice. For this reason,
learning should involve such knowledge and practice (Lave &
Wenger, 1991; Gredler, 1997). Social constructivist approaches
can include reciprocal teaching, peer collaboration, cognitive
apprenticeships, problem-based instruction, webquests,
anchored instruction and other methods that involve learning
with others (Shunk, 2000).

17. Sorting Out Variations on the Terms
"Constructionism" and Constructivism"

18. Multiple Intelligences
• The theory of multiple intelligences was
developed in 1983 by Dr. Howard Gardner,
professor of education at Harvard University.
It suggests that the traditional notion of
intelligence, based on I.Q. testing, is far too
limited. Instead, Dr. Gardner proposes eight
different intelligences to account for a
broader range of human potential in children
and adults.

19. Intelligences:
• Linguistic intelligence ("word smart")
• Logical-mathematical intelligence
("number/reasoning smart")
• Spatial intelligence ("picture smart")
• Bodily-Kinesthetic intelligence ("body
smart")
• Musical intelligence ("music smart")
• Interpersonal intelligence ("people smart")
• Intrapersonal intelligence ("self smart")
• Naturalist intelligence ("nature smart")

20. Visual-Spatial Intelligence
Strengths: Visual and Spatial Judgment
•People who are strong in visual-spatial intelligence are good a visualizing things.
These individuals are often good with directions as well as maps, charts, videos and
pictures.
Characteristics of Visual-Spatial Intelligence
• Enjoys reading and writing
• Good at putting puzzles together
• Good at interpreting pictures, graphs and charts
• Enjoys drawing, painting and the visual arts
• Recognizes patterns easily
Potential Career Choices
• Architect
• Artist
• Engineer

21. Linguistic-Verbal Intelligence
Strengths: Words, Language and Writing
•People who are strong in linguistic-verbal intelligence are able to use words
well, both when writing and speaking. These individuals are typically very
good at writing stories, memorizing information and reading.
Characteristics of Linguistic-Verbal Intelligence
• Good at remembering written and spoken information
• Enjoys reading and writing
• Good at debating or giving persuasive speeches
• Able to explain things well
• Often uses humor when telling stories
Potential Career Choices
• Writer / Journalist
• Lawyer
• Teacher

22. Logical - Mathematical Intelligence
Strengths: Analyzing Problems and Mathematical Operations
•People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns and logically analyze problems. These
individuals tend to think conceptually about numbers, relationships and
patterns.
Characteristics of Logical-Mathematical Intelligence
• Excellent problem-solving skills
• Enjoys thinking about abstract ideas
• Likes conducting scientific experiments
• Good and solving complex computations
Potential Career Choices
• Scientist
• Mathematician
• Computer programmer
• Engineer
• Accountant

23. Bodily-Kinesthetic Intelligence
Strengths: Physical Movement, Motor Control
•Those who have high bodily-kinesthetic intelligence are said to be good at
body movement, performing actions and physical control. People who are
strong in this area tend to have excellent hand-eye coordination and
dexterity.
Characteristics of Bodily-Kinesthetic Intelligence
• Good at dancing and sports
• Enjoy creating things with their hands
• Excellent physical coordination
• Tends to remember by doing, rather than hearing or seeing
Potential Career Choices
• Dancer
• Builder
• Sculptor
• Actor

24. Musical Intelligence
Strengths: Rhythm and Music
•People who have strong musical intelligence are good and thinking in
patterns, rhythms and sounds. They have a strong appreciation for music and
are often good at musical composition and performance.
Characteristics of Musical Intelligence
• Enjoy singing and playing musical instruments
• Recognizes musical patterns and tones easily
• Good at remembering songs and melodies
• Rich understanding of musical structure, rhythm and notes
•Potential Career Choices
• Musician
• Composer
• Singer
• Music Teacher
• Conductor

25. Interpersonal Intelligence
Strengths: Understanding and Relating to Other People
•Those who have strong interpersonal intelligence are good understanding
and interacting with other people. These individuals are skilled at assessing
the emotions, motivations, desires and intentions of those around them.
Characteristics of Interpersonal Intelligence
• Good at communicating verbally
• Skilled nonverbal communicators
• See situations from different perspectives
• Create positive relationships with others
• Good at resolving conflict in groups
Potential Career Choices
• Psychologist Philosopher Counselor
• Sales person Politician

26. Intrapersonal Intelligence
Strengths: Introspection and Self-Reflection
•Individuals who are strong in intrapersonal intelligence are good at being
aware of their own emotional states, feelings and motivations. They tend to
enjoy self-reflection and analysis, including day-dreaming, exploring
relationships with others and assessing their personal strengths.
Characteristics of Intrapersonal Intelligence
• Good at analyzing their strengths and weaknesses
• Enjoys analyzing theories and ideas
• Excellent self-awareness
• Clearly understands the basis for their own motivations and feelings
Potential Career Choices
• Philosopher
• Writer
• Theorist
• Scientist

27. Naturalistic Intelligence
Strengths: Finding Patters and Relationships to Nature
•Naturalistic is the most recent addition to Gardner’s theory 5 and has been
met with more resistance than his original seven intelligences. According to
Gardner, individuals who are high in this type of intelligence are more in tune
with nature and are often interested in nurturing, exploring the environment
and learning about other species. These individuals are said to be highly
aware of even subtle changes to their environments.
Characteristics of Naturalistic Intelligence
Interested in subjects such as botany, biology and zoology
Good at categorizing and cataloging information easily
May enjoy camping, gardening, hiking and exploring the outdoors
Doesn’t enjoy learning unfamiliar topics that have no connection to nature
Potential Career Choices
Biologist, Conservationist, Gardener and Farmer

28. My MI

29. Brain-Based Learning
This learning theory is based on
the structure and function of the
brain. As long as the brain is not
prohibited from fulfilling its normal
processes, learning will occur.

30. • Brain-Based Learning is also the application of
a meaningful group of principles that
represent our understanding of how our brain
works in the context of education.
• Brain-Based Learning is simply the
engagement of strategies based on
body/mind/brain research.
• Brain-Based Learning is not a panacea or
magic bullet to solve all of education’s
problems.

31. The core principles of brain-based
learning state that:
• The brain is a parallel processor, meaning it can perform several activities
at once, like tasting and smelling.
• Learning engages the whole physiology.
• The search for meaning is innate.
• The search for meaning comes through patterning.
• Emotions are critical to patterning.
• The brain processes wholes and parts simultaneously.
• Learning involves both focused attention and peripheral perception.
• Learning involves both conscious and unconscious processes.
• We have two types of memory: spatial and rote.
• We understand best when facts are embedded in natural, spatial
memory.
• Learning is enhanced by challenge and inhibited by threat.
• Each brain is unique.

32. The three instructional techniques associated with
brain-based learning are:
• Orchestrated immersion–Creating learning
environments that fully immerse students in
an educational experience.
• Relaxed alertness–Trying to eliminate fear in
learners, while maintaining a highly
challenging environment.
• Active processing–Allowing the learner to
consolidate and internalize information by
actively processing it.

33. How Brain-Based Learning Impacts
Education
• Curriculum–Teachers must design learning around
student interests and make learning contextual.
• Instruction–Educators let students learn in teams
and use peripheral learning. Teachers structure
learning around real problems, encouraging students
to also learn in settings outside the classroom and
the school building.
• Assessment–Since all students are learning, their
assessment should allow them to understand their
own learning styles and preferences. This way,
students monitor and enhance their own learning
process.

34. What Brain-Based Learning Suggests
• How the brain works has a significant impact
on what kinds of learning activities are most
effective. Educators need to help students
have appropriate experiences and capitalize
on those experiences. As Renate Caine
illustrates on p. 113 of her book Making
Connections, three interactive elements are
essential to this process.

35. • Teachers must immerse learners in complex, interactive
experiences that are both rich and real. One excellent
example is immersing students in a foreign culture to teach
them a second language. Educators must take advantage of
the brain’s ability to parallel process.
• Students must have a personally meaningful challenge. Such
challenges stimulate a student’s mind to the desired state of
alertness.
• In order for a student to gain insight about a problem, there
must be intensive analysis of the different ways to approach
it, and about learning in general. This is what’s known as the
“active processing of experience.”

36. A few other tenets of brain-based
learning include:
• Feedback is best when it comes from reality,
rather than from an authority figure.
• People learn best when solving realistic
problems.
• The big picture can’t be separated from the
details.
• Because every brain is different, educators
should allow learners to customize their own
environments.
• The best problem solvers are those that
laugh!

37. Thank You! 
Christian D. Sario
Technological University of the
Philippines-Manila