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This guide provides an overview of constructivist theory including its origins, key principles, and implications for research.

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Constructivism

If you have ever heard someone talk about teachers being either "a sage on the stage" or a "guide on the side," then you have already seen the impact of Constructivism. Constructivism's heavy focus on the learner leads to the view that good instruction is there to support learning, but it is not possible for instructors to "impart" learning.

Although Constructivism was first developed in the 1980s, it is grounded in the work of Jean Piaget and other scholars and philosophers from the early 20th century. Piaget's argument that human beings use both their experiences and their thoughts/ideas to construct meaning, and this observation is at the core of a Constructivist worldview. Lev Vygotsky, another early 20th century thinker, had a similar set of observations, but instead of placing his arguments within the context of individual development, like Piaget did, Vygotsky advanced a theory of social constructivism. From Vygotsky's point of view, learners used interactions with others to build their own cognitive tools to support their learning. Vygotsky's concept of the " Zone of Proximal Development" has been especially influential in education. The Zone of Proximal Development is that "area" between what a learner can do fully on their own and the point where they have to have help from an outside source. You might think of this Zone as a "reach" or "stretch" assignment where a learner has to struggle to succeed on their own, and through that struggle, their learning takes place.

Ideas like the Zone of Proximal Development as well as Jerome Bruner's related concept called "instructional scaffolding" are influential in the field of Instructional Design. Scaffolding is the idea that educational opportunities should offer supports for the learner at the start, and over time, the "scaffolds" can and should be removed as learners learn. Ideally, a scaffold helps expand the Zone of Proximal Development by providing just enough support so learners feel confident in taking risks in order to expand their learning.

Constructivism became a well-developed learning theory in the late 20th century. Its basic arguments include:

All knowledge is constructed, and that process happens in an individual way for each learner. New information is incorporated into a learner's previous experiences, contextualized by their existing worldviews, and understood through the lens of their own experience.

Learners learn how to learn by going through the process of learning. Learning can't be understood separate from the process of learning itself.

Learning is inherently active. The learner must participate in the process. Passively receiving information is not learning, and the process of passively receiving information does not lead to learning.

Learning is inherently social. Constructivist educators focus on activities like discussion group work, and peer modeling.

Even though learning is social, knowledge itself is personal.

In order to be meaningful, learning must be contextualized in a way that makes sense for the learner.

Failure is the key to learning. Learners must experience failures so they understand the edge of their own Zone of Proximal Development and so they have the ability to reflect on how they can improve and what they must learn to do that.

Learning is something that happens in the mind. While repetition may lead to "muscle memory," in order to make meaning of an activity, the learner must engage their mind as well as their body.

Because learning relies so much on the individual learner, in order to learn, they must be intrinsically motivated.

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If you have ever heard someone talk about teachers being either “a sage on the stage” or a “guide on the side,” then you have already seen the impact of Constructivism. Constructivism’s heavy focus on the learner leads to the view that good instruction is there to support learning, but it is not possible for instructors to “impart” learning.

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Put simply, constructive play is when children use materials to create or build something. It's organised and focused towards a goal.

The idea was formalised by the child development expert Jean Piaget, who worked extensively on understanding how children learn. He believed that children learn by exploring the interaction between their ideas and the real world. Trying out those ideas is the key piece in the learning puzzle.

According to Piaget, children have already been through a stage of what's called functional play before they're ready to construct. This means they've felt materials, understood different sizes, had some experience of what prevents them falling and otherwise explored them with their various senses.

Now, these materials really can be anything. Solid or liquid (probably not gas). They could be sand, water, construction blocks, LEGO, play dough or wood.

The key is that the children are making something. Intentionally, and creatively. They are being curious and approaching that curiosity with hands-on inquiry. They are moving from a functional understanding to a clear idea of the properties of what they're dealing with.

In short: they're constructing.

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Why is constructive play so important then?

Constructive play is an incredibly powerful learning tool. If you thought building was just about co-ordination, you'll be presently surprised.

Here are a few of the skills constructive play directly benefits:

Maths - Exploring counting, shapes, sizes, symmetry and more.

Science - Seeing cause and effect, gravity, and balance in action.

Understanding the World - Exploring the attributes of materials and see how one object can represent another.

Creativity - Taking an idea, and seeing it through in real life. Designing their own play and choosing different materials.

Imagination - Small world play allows them to build characters and universes into their play.

Curiosity - Exploring materials with inquiry and interest.

Language - Teachers can scaffold with complex and intricate vocabulary.

Cooperation - As children build together they learn how to work together.

Self-esteem - Building confidence as they control their own environment.

Not too bad for a couple of building blocks, eh? Perhaps most importantly, constructive play is an open-ended and free play. Children get the chance to relate their own ideas to the real world, just how Piaget wanted.

And what a popular form of free play it is too. Studies suggest that when given various free play choices, children will choose constructive play more than 50% of the time. Need we say any more?

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9 tips to encourage constructive play

So that's all well and good, but what use is all this theory if you can't do anything about it? What use is understanding the value in constructive play if your practitioners don't have any clear-cut ideas to help them encourage it? Fear not, this next section is for you.

1. Getting the right stuff

While it's very impressive if you can get your children to build things out of thin air, if you're going to get serious about constructive play you're going to need some resources.

The trick here is to keep it as open-ended as possible. That means using resources that are not designed to be built in a specific way, but those that can be interpreted by the children and used in many different ways.

A few materials you can include in your provision:

Wood of different sizes and shapes

Sticks and stones and other natural materials

Water

Sand and tools

Car tires or wagon wheels

Wooden building blocks

Guttering and pipes

Train Tracks

LEGO or Duplo blocks

Cogs and wheels

Also be aware of developmental stages when you plan your continuous provision for constructive play. It might be that you could introduce a larger variety of unusual elements in older children's play, for example, in order to help encourage Fantasy Play - the next stage in Piaget's developmental journey.

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2. Valuable by itself

While we're talking about Piaget, it's important to remember that constructive play is valuable all by itself. Some in early years see constructive play as a mere bridge towards fantasy play. This is because Piaget details these categories as a developmental process, with some taking this to mean we should be moving children towards this more advanced level of free play.

But as Dr Francis Wardle points out in this brilliant article, constructive play is valuable all by itself, regardless of a child's age or developmental stage.

This is because it comes very naturally to children, meaning it lets children just be children - something we should encourage for as long as possible.

3. Get down and boogie (or play instead)

Struggling to get your youngest interested in constructive play? While you should never be forcing children into something they're not ready for, you can spark an interest by modelling the play yourself.

As we found out in our interview with the team from The Curiosity Approach, getting down on a child's level is important for so many things. But not least, getting down and playing can help you to model play for children, and encourage your less confident learners to get involved.

4. Try it...everywhere!

Because constructive play is so key to a child's development, it shouldn't just be restricted to your inside provision. Children need to play with the relationship between their ideas and the real world in all sorts of different environments.

For example, taking constructive play outdoors provides a whole new range of challenges for children. These challenges might be things like:

Does the wind or the wet influence their structures?

Does play dough go softer in the sun?

How can they make larger structures that they can test their own balance on?

Can they get really messy out here in a way they can't inside?

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So this section is all about how you can help to link constructive play to fantasy play.

But wait! Before you think we're going against everything we said in number two, we don't mean that you should push children past constructive play as soon as they're ready.

Children from four and up will start to naturally mix fantasy play and constructive play together, and you can encourage this by adding more fantastical elements to your constructive play area, one at a time, over a longer period.

Whatever you do, the most important thing is that you don't push children towards building something specific at the expense of fantasy play. Indulge their fantasies, and ask them about the swimming pool they've just built on top of their spaceship (that actually just looks like a pile of bricks to you).

Remember, they are testing their increasingly complex ideas out in the real world, and you should be the one to encourage this, not question it.

6. Try some risky constructive play

We've talked about the importance of risky play in the early years before, as it helps children to learn about risks while experiencing some really important emotions.

So what better place to introduce some risk than in your constructive play? After all, what could be better construction than using real tools to build woodwork structures?

If you want to start off easy, consider buying some wood glue and helping children to glue together their creations (and teach them the important skill of patience along the way). Once you're ready, start with some small, heavily supervised sessions using drills, saws and other more 'grown-up' tools.

7. The bigger they are the harder they fall

Like any good bird, pilot, or amateur trampolinist will tell you, what goes up, must indeed come down.

Unfortunately, it's no different for your child's creations. In fact, understanding the short-term nature of their creations is part of the learning experience with constructive play.

While some of their more permanent woodworking creations might be fully take-home-able, it's unlikely that their tower blocks, sandcastles, or carefully constructed obstacle courses are going to last the night (or even the hour if excitable Sammy from the Elephant Room has anything to say about it).

To begin with, this may be difficult for children to deal with, but it's an important lesson to learn. You can take pictures for those children finding it most difficult, but it's also about preparing children for the temporary nature of what they're doing. After all, that's half the fun!

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8. Scaffold and support with language

Constructive play is a great vehicle for language development in the early years through the meaningful interactions you can have with your hyper engaged children.

Help to support their language by asking open-ended questions, and extending the language they're using by adding extra vocabulary to their descriptions.

Another good idea is to try out signs in front of the constructive play area. You can have 'long', 'medium' and 'short', wooden blocks, different shapes and colours and so on.

9. Mix it up

Like any area of your continuous provision, it's very important that you mix up your constructive play area regularly.

As children build worlds and expand their understanding, they might bring in things from other areas of the nursery. To find out what else you can add, simply ask them!

"What else would you like to add to your airport/jungle/exact replica of the planet Mars, Jane?"

Once you've got these ideas, start searching! Second-hand sellers, charity shops, and even the natural environment can provide plenty of inspiration for open-ended resources to add to your setting.

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Put simply, constructive play is when children use materials to create or build something. It's organised and focused towards a goal. The idea was formalised by the child development expert Jean Piaget, who worked extensively on understanding how children learn. He believed that children learn by exploring the interaction between their ideas and the real world.

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In the world of education, the theory of constructivism follows a simple axiom: knowledge is not passively absorbed-it is constructed, piece by piece, from previously gained knowledge. This means students and learners cannot be passive in their own education; they must be active participants.

Principles of Constructivism

To better understand constructivism, there are four essential principles to build on.

* Knowledge is constructed. This is the first, fundamental principle. As students begin to learn, they build on their previous life experiences, beliefs, and accumulated learning. This means no two learners start in the same place, nor will their final construction look the same. Consider knowledge to be a Lego set: each piece builds on another to make a larger whole.

* Learning is active. The constructivist theory moves away from lecture-based learning scenarios. Instead, the constructivist method insists that students learn by doing. This can be as simple as discussions and readings and can grow to include projects and activities. As with the Lego set, being told how to create a design is not enough; students must put the pieces together themselves.

* People learn to learn through learnin g. If a student is actively writing a book report, the learning outcome is not isolated to the recitation of facts; the process of writing a report teaches grammar, writing, analysis, and more. The act of learning builds on previously obtained knowledge while also increasing practice and understanding of related skills. A student who learns the basics of physics also begins to understand the world around them.

* Learning is contextual. Learning is built on experience: children learn to talk by being surrounded by and immersed in language. They do not learn words in isolation but through the meanings associated in daily life. All knowledge is like this. What we learn is connected to what we already understand.

Application of Constructivism

For an educator trying to enable student success via constructivism, application means giving the student the opportunity to actively engage and build on the foundational knowledge they already have. How can an instructor do this?

There are three types of learning that, together, provide a comprehensive learning process.

* Cooperative Learning: Cooperative learning is a sub-section of traditional group work. Often, in group work, sections of a project are parceled off to separate group members and handled in parts. Cooperative learning focuses on students working together on each element, combining and applying thoughts, ideas, and understanding to a singular task to provide the opportunity for individual learners to understand the whole.

* Inquiry-Based Learning: In inquiry-based learning the instructor often provides base knowledge, but deeper knowledge is obtained by the student. Inquiry-based learning often starts with a student's own interests and questions. The student performs their own research and observation to answer the questions they have. The instructor can then serve as a receptive audience, allowing for the student to state their conclusions. The instructor can help the student in places where their understanding is incomplete and can provide resources for further study, but the student's own questions drive learning.

* Problem-Based Learning: Problem-based learning follows similar principles as inquiry-based learning, in which much of the impetus comes from the student. It also often incorporates cooperative learning. Problem-based learning, however, involves the instructor providing students with an actual problem and allowing students to work together to arrive at a solution based on their own research and observation.

"The road to success is always under construction," or so says Lily Tomlin; this is a maxim that underlies the importance and value of constructivist learning. Constructivist learning is a constant process, one that does not end when the student leaves school. As stated earlier, people learn to learn through learning. This is a skill that students can apply throughout the rest of their lives, but the principles and practice should be started in the classroom.

Sources

2023. "Constructivism in Education: What Is Constructivism? | NU." National University. August 14, 2023. https://www.nu.edu/blog/what-is-constructivism-in-education.

McLeod, Saul. 2024. "Constructivism Learning Theory & Philosophy of Education." Simply Psychology. February 1, 2024. https://www.simplypsychology.org/constructivism.html.

University of Buffalo. 2024. "Constructivism." University at Buffalo (UB) Office of Curriculum, Assessment and Teaching Transformation. University of Buffalo. 2024. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html

Western Governors University. 2020. "What Is Constructivism?" Western Governors University. 2020. https://www.wgu.edu/blog/what-constructivism2005.html.

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Constructivist Learning: Building the Skills for Success -

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The theory of constructivism follows a simple axiom: knowledge is not passively absorbed-it is constructed, piece by piece, from previously gained knowledge. This means students and learners cannot be passive in their own education; they must be active participants.

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Kritik - 14 Ways to Run Constructivist Activities to Enhance Peer Learning

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See examples of how to implement Constructivist activities that enhance problem-solving and collaboration in your classroom to enhance learning outcomes.

# data[].attributes.attachment_link.title
Constructivist Learning Theory | ELM Learning

# data[].attributes.attachment_link.description
Create a successful training program using behavioral learning theory to encourage employee growth and skill development. Find out how!

# data[].attributes.attachment_link.readable_text
In the world of education, the theory of constructivism follows a simple axiom: knowledge is not passively absorbed-it is constructed, piece by piece, from previously gained knowledge. This means students and learners cannot be passive in their own education; they must be active participants.

Principles of Constructivism

To better understand constructivism, there are four essential principles to build on.

* Knowledge is constructed. This is the first, fundamental principle. As students begin to learn, they build on their previous life experiences, beliefs, and accumulated learning. This means no two learners start in the same place, nor will their final construction look the same. Consider knowledge to be a Lego set: each piece builds on another to make a larger whole.

* Learning is active. The constructivist theory moves away from lecture-based learning scenarios. Instead, the constructivist method insists that students learn by doing. This can be as simple as discussions and readings and can grow to include projects and activities. As with the Lego set, being told how to create a design is not enough; students must put the pieces together themselves.

* People learn to learn through learnin g. If a student is actively writing a book report, the learning outcome is not isolated to the recitation of facts; the process of writing a report teaches grammar, writing, analysis, and more. The act of learning builds on previously obtained knowledge while also increasing practice and understanding of related skills. A student who learns the basics of physics also begins to understand the world around them.

* Learning is contextual. Learning is built on experience: children learn to talk by being surrounded by and immersed in language. They do not learn words in isolation but through the meanings associated in daily life. All knowledge is like this. What we learn is connected to what we already understand.

Application of Constructivism

For an educator trying to enable student success via constructivism, application means giving the student the opportunity to actively engage and build on the foundational knowledge they already have. How can an instructor do this?

There are three types of learning that, together, provide a comprehensive learning process.

* Cooperative Learning: Cooperative learning is a sub-section of traditional group work. Often, in group work, sections of a project are parceled off to separate group members and handled in parts. Cooperative learning focuses on students working together on each element, combining and applying thoughts, ideas, and understanding to a singular task to provide the opportunity for individual learners to understand the whole.

* Inquiry-Based Learning: In inquiry-based learning the instructor often provides base knowledge, but deeper knowledge is obtained by the student. Inquiry-based learning often starts with a student's own interests and questions. The student performs their own research and observation to answer the questions they have. The instructor can then serve as a receptive audience, allowing for the student to state their conclusions. The instructor can help the student in places where their understanding is incomplete and can provide resources for further study, but the student's own questions drive learning.

* Problem-Based Learning: Problem-based learning follows similar principles as inquiry-based learning, in which much of the impetus comes from the student. It also often incorporates cooperative learning. Problem-based learning, however, involves the instructor providing students with an actual problem and allowing students to work together to arrive at a solution based on their own research and observation.

"The road to success is always under construction," or so says Lily Tomlin; this is a maxim that underlies the importance and value of constructivist learning. Constructivist learning is a constant process, one that does not end when the student leaves school. As stated earlier, people learn to learn through learning. This is a skill that students can apply throughout the rest of their lives, but the principles and practice should be started in the classroom.

Sources

2023. "Constructivism in Education: What Is Constructivism? | NU." National University. August 14, 2023. https://www.nu.edu/blog/what-is-constructivism-in-education.

McLeod, Saul. 2024. "Constructivism Learning Theory & Philosophy of Education." Simply Psychology. February 1, 2024. https://www.simplypsychology.org/constructivism.html.

University of Buffalo. 2024. "Constructivism." University at Buffalo (UB) Office of Curriculum, Assessment and Teaching Transformation. University of Buffalo. 2024. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html

Western Governors University. 2020. "What Is Constructivism?" Western Governors University. 2020. https://www.wgu.edu/blog/what-constructivism2005.html.

# data[].attributes.attachment_link.title
Constructivist Learning: Building the Skills for Success -

# data[].attributes.attachment_link.description
The theory of constructivism follows a simple axiom: knowledge is not passively absorbed-it is constructed, piece by piece, from previously gained knowledge. This means students and learners cannot be passive in their own education; they must be active participants.

# data[].attributes.attachment_link.title
Kritik - 14 Ways to Run Constructivist Activities to Enhance Peer Learning

# data[].attributes.attachment_link.description
See examples of how to implement Constructivist activities that enhance problem-solving and collaboration in your classroom to enhance learning outcomes.

# data[].attributes.attachment_link.description
At some point, every math student will struggle. Teachers know this. They expect it.
Naturally, they worry that challenging lessons will turn into impasses.

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Resources for Constructivism - SEDL Letter, Constructivism, Volume IX, Number 3, August 1996

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Published in
SEDL Letter
Volume IX, Number 3, August 1996,
Constructivism

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Engaging STEM Activities for Constructivist Learners – Sphero

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Learn about constructivist STEM activities that ensure students are making connections between their experiences and what they learn in the classroom.

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Constructivist Learning Theory | ELM Learning

# data[].attributes.attachment_link.description
Create a successful training program using behavioral learning theory to encourage employee growth and skill development. Find out how!

# data[].attributes.attachment_link.title
Constructivism Learning Theory & Philosophy of Education

# data[].attributes.attachment_link.description
Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

# data[].attributes.attachment_link.title
Resources for Constructivism - SEDL Letter, Constructivism, Volume IX, Number 3, August 1996

# data[].attributes.attachment_link.description
Published in
SEDL Letter
Volume IX, Number 3, August 1996,
Constructivism

# data[].attributes.body
https://www.numberanalytics.com/blog/applying-constructivist-theory-classrooms

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Applying Constructivist Theory in Classrooms

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Discover practical applications of Constructivist theory to improve teaching practices and student outcomes in diverse educational settings

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Discover effective Constructivist teaching strategies to promote student-centered learning and improve educational outcomes.

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Effective Curriculum Ideas, Curriculum Analysis, Curriculum Design, ICT, Web 2.0, ICT Research for Education

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Constructivism builds on existing knowledge for a subjective and hands-on education experience. Read on to learn more about this learning theory.

# data[].attributes.attachment_link.title
Constructivism Learning Theory & Philosophy of Education

# data[].attributes.attachment_link.description
Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

# data[].attributes.attachment_link.description
Constructivism builds on existing knowledge for a subjective and hands-on education experience. Read on to learn more about this learning theory.

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https://www.buffalo.edu/catt/teach/develop/theory/constructivism.

This article gives a detailed overview of what constructivism is and how learners construct knowledge through active experience and reflection. It consists of the basic concepts of assimilation and accommodation that are essential for understanding the way new knowledge is integrated into the students' existing knowledge.

https://www.kritik.io/blog-post/14-ways-to-run-constructivist-activities-to-enhance-peer-learning

14 Ideas How to Do Constructivist Activities to Boost Peer Learning

This resource provides hands-on examples of constructivist activities to encourage problem solving and student collaboration. Constructivist principles are illustrated with practical strategies for applying ideas such as Reciprocal Teaching, Problem-based Learning, and Cooperative Learning to your classroom.

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Constructivism is an important learning theory that educators use to help their students learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn. So everyone's individual experiences make their learning unique to them.

Constructivism is crucial to understand as an educator because it influences the way all of your students learn. Teachers and instructors that understand the constructivist learning theory understand that their students bring their own unique experiences to the classroom every day. Their background and previous knowledge impacts how they are able to learn. Educators are able to use constructivist learning theory to help their students understand their previous knowledge. If you're a current or aspiring educator, it's important to get the education and credentials you need. But it's also important to understand learning theories and how they impact you and your students. This guide will tell you more about the constructivist learning theory and how it helps you as a teacher.

There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory.

Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student's previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning.

People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.

Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it's not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can't just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.

Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning. Isolating learnings isn't the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge.

Learning is contextual. Students don't learn isolated facts and theories separate from the rest of our lives-we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us.

Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table. So the way and things people learn and gain from education will all be very different.

Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren't enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.

Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it's difficult for learners to reach into their past experience and make connections for new learning.

There are different types of constructivism that educators can use to find success with this learning theory.

Cognitive. Cognitive constructivism focuses on the idea that learning should be related to the learner's stage of cognitive development. These methods work to help students in learning new information by connecting it to things they already know, enabling them to make modifications in their existing intelligence to accommodate the new information. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children.

Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive constructivism with the added element of societal and peer influence.

Radical. Radical constructivism is very different from cognitive and social constructivism. It focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us function in our environment. The overall idea is that knowledge is invented, not discovered. The things we bring to the table make it impossible for us to have truth, only interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974.

It's important to understand how teachers can apply constructivism inside their classroom to create a unique learning environment for students. In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner's level of understanding.

Constructivist classrooms rely on four key areas to be successful:

Shared knowledge between teachers and students.

Shared authority between teachers and students.

Teachers act as a guide or facilitator.

Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways. Constructivist classrooms focus on student questions and interests, they build on what students already know, they focus on interactive learning and are student-centered, teachers have a dialogue with students to help them construct their own knowledge, they root in negotiation, and students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.

The biggest criticism of constructivist learning is its lack of structure. Some students need highly structured and organized learning environments to thrive, and constructivist learning focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on student progress, which can lead to students falling behind and not meeting standardized grading requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path. Additionally, it's valuable for teachers to understand different learning theories and how they impact their classroom and their students.

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Constructivism is an important learning theory based on the idea that learners build on their existing foundation to learn new information. Learn more about constructivism and how it impacts education.

# data[].attributes.attachment_link.title
Constructivism Learning Theory & Philosophy of Education

# data[].attributes.attachment_link.description
Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

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Constructivist Learning Theory | ELM Learning

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Create a successful training program using behavioral learning theory to encourage employee growth and skill development. Find out how!

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Constructivist Learning Theory - Educational Technology

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The constructivist theory is based around the idea that learners are active participants in their learning journey; knowledge is constructed based on

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Constructivism as a Theory for Teaching and Learning

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Constructivism is both a learning theory and a philosophy of education that suggests learners actively build their knowledge through experiences and interactions. According to this theory, education should focus on problem-solving and critical thinking, encouraging learners to connect new information with prior knowledge. It emphasizes student-centered learning, where teachers guide rather than direct, fostering deep understanding and application.

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Engaging students using meaningful, diverse and inclusive course materials.

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Creating experiences that facilitate the construction of knowledge.

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Determining learning experiences for students to develop skills, actively construct knowledge and deepen understanding.

Importance of Activities

Activities are the experiences that allow students to achieve learning outcomes. These may consist of readings, lectures, group work, labs or projects to name a few. While situations and learning outcomes are unique, there are best practices that have proven to be more effective across contexts.

Active Learning

Constructivist learning theory emphasizes that students build their own knowledge, rather than passively receive information. Therefore, students learn best when they actively construct knowledge through engaging and relevant activities such as discussion and collaboration. The purpose is not to keep students busy, instead they must actively do and think, connecting their current experiences to prior knowledge. Often, these activities allow students to practice higher order thinking skills.

Research (Prince, 2004) has shown the following active learning benefits:

· improves critical thinking skills

· increases retention and transfer of new information

· increases motivation

· improves interpersonal skills

· decreases course failure

· provides practice and feedback

For further evidence please see active learning's effectiveness.

Aligning your activities to your learning outcomes is essential. If you do not choose activities that align, students will be less successful in achieving the learning outcome. For example, imagine you have a course with the learning outcome "Students will think critically about world geography." What experience would help students practice thinking critically? If you choose only to lecture, students will not have the opportunity to practice thinking critically and improve through feedback. While they may learn to remember geographical features, this misalignment does not offer them the opportunity to build and refine critical thinking skills. Therefore, it is essential to identify the activity's purpose to ensure it aligns with your learning outcome. Make sure, however, you are not choosing active learning activities if they are a poor fit for your learning outcomes, doing so may cause confusion or overwhelm students. Additionally, start small when choosing and integrating activities.

Build in Active Learning

On the teaching methods page you will find student-centered teaching methods that are inherently more active than lecturing.

Often, there are concerns about difficulty of implementing active learning in large courses or with limited support. We address several of these concerns here:

Aligning Activities

The chart below offers a variety of suggested activities that can support learning outcomes.

1. Activity groupings are a starting point and many can be used in combination and in different categories. For example, small group work may have a discussion component built in.

2. Activities can be adapted to meet a variety of learning outcomes depending on what students do in the activity. To adapt an activity, first choose your learning outcome, and then choose an activity to help students achieve the learning outcome. To ensure alignment, refer to either Bloom's Taxonomy or Fink's Taxonomy to make sure the verb (what students are doing) matches the category your learning outcome is in. For example, a discussion board activity may ask students to create, analyze or explain their understanding of a topic.

Further information about these activities is in the Build section of course development.

Choose Your Activities

Use the Couse Design Template to determine the activities that will support your learning outcomes and assessments.

Step 1: Using the above resources to identify activities for your course. Make sure to consider:

A. The teaching methods you've chosen for each learning outcome.

B. Your learning outcomes, and whether the activity will support student growth in this outcome. Refer to the verb lists for Bloom's Taxonomy or Fink's Taxonomy to ensure alignment.

C. Choosing student-centered activities that promote active learning when appropriate.

After choosing your activities, you have now completed the design phase of course development. Next, you will begin building the elements of your course.

For further information about active learning, see the following readings.

Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Bonwell, C. C., Eison, J. A. (1991). Active learning: creating excitement in the classroom. The George Washington University, ERIC Clearinghouse on Higher Education. Washington, D.C.: ERIC Clearinghouse on Higher Education. Retrieved from Retrieved from http://eric.ed.gov/?id=ED336049

Darby, F. and Lang, J. (2019) Small teaching online: apply learning science in online courses. Josey-Bass/Wiley.

Lang, J. (2016). Small teaching: everyday lessons from the science of learning. Josey-Bass/Wiley.

McGuire, S. (2015). Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Stylus Publishing, LLC.

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Determining learning experiences for students to develop skills, actively construct knowledge and deepen understanding.

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5 Ways to Help Students Transfer Their Learning to New Situations

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As students gain content knowledge, their next step should be applying it to new problems and across academic disciplines.

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Have you ever experienced being fully engaged in the learning process?

Constructivism is an educational theory that promotes active participation and encourages personal interpretation in the learning process.

Based on the idea that individuals construct their understanding of the world through experiences and interactions, constructivism promotes hands-on learning and critical thinking.

Photo by Element5 Digital on Unsplash

Traditional Classroom vs. Constructivist Classroom

While constructivism may not be suitable for all classroom circumstances, and there are instances where the traditional approach is advantageous, it is generally recognized in contemporary classrooms as useful.

Traditional Approach

Must abide by the pre-determined curriculum.

Learning is based on repetition and memorization.

Students work alone.

Assessment is through testing and correct answers.

Text-book and workbook-based.

Constructivist Approach

Some flexibility with the curriculum based on the students' interests.

Learning is based on what students already know.

Students work in pairs or small groups.

Assessment includes all student work including testing, from beginning to end.

Varied sources of material, including manipulatives and real-world experience.

Let's dive in to give you some ideas on how to incorporate constructivism in your classroom.

In Think-Pair-Share, students learn to think things through and express their ideas with their peers.

Photo by Mira Kireeva on Unsplash

Try this:

In this activity, you can provide the students with a question. First, your learners take a few minutes to think about the question by writing a response or sketching an image.

Then they can pair up with another student to discuss their answers and ideas around the question.

If you're a science teacher, here are some potential questions for your students:

What exactly is energy, and what does it mean for it to be conserved?

Why is understanding cause and effect important to your life?

How can we know for certain that the universe beyond our world is truly infinite?

A first year geography teacher wants to teach her grade 9 students about the dangers of plastic in oceans. How should she approach introducing the topic to get their interest and attention? Choose the best answers.

Get students to do the assigned readings

Find out what the students already know

Lecture about reducing plastic use

Watch and discuss a case study

By implementing problem and inquiry-based learning, think-pair-share, flexibility, and choices, students can be motivated to fully immerse themselves in their assignments and projects. These experiences will be invaluable in preparing them for real-world scenarios.

Photo by Brooke Cagle on Unsplash

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5 ways to use constructivist learning strategies to help students succeed 🛠️

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Explore 5 ways to integrate constructivist learning in the classroom.Most of these strategies can be adapted for use in elementary, high school, and college classrooms.

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Evangelina Lozoya

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Constructivism is an important learning theory that educators use to help their students learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn. So everyone's individual experiences make their learning unique to them.

Constructivism is crucial to understand as an educator because it influences the way all of your students learn. Teachers and instructors that understand the constructivist learning theory understand that their students bring their own unique experiences to the classroom every day. Their background and previous knowledge impacts how they are able to learn. Educators are able to use constructivist learning theory to help their students understand their previous knowledge. If you're a current or aspiring educator, it's important to get the education and credentials you need. But it's also important to understand learning theories and how they impact you and your students. This guide will tell you more about the constructivist learning theory and how it helps you as a teacher.

There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory.

Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student's previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning.

People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.

Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it's not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can't just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.

Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning. Isolating learnings isn't the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge.

Learning is contextual. Students don't learn isolated facts and theories separate from the rest of our lives-we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us.

Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table. So the way and things people learn and gain from education will all be very different.

Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren't enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.

Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it's difficult for learners to reach into their past experience and make connections for new learning.

There are different types of constructivism that educators can use to find success with this learning theory.

Cognitive. Cognitive constructivism focuses on the idea that learning should be related to the learner's stage of cognitive development. These methods work to help students in learning new information by connecting it to things they already know, enabling them to make modifications in their existing intelligence to accommodate the new information. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children.

Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive constructivism with the added element of societal and peer influence.

Radical. Radical constructivism is very different from cognitive and social constructivism. It focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us function in our environment. The overall idea is that knowledge is invented, not discovered. The things we bring to the table make it impossible for us to have truth, only interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974.

It's important to understand how teachers can apply constructivism inside their classroom to create a unique learning environment for students. In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner's level of understanding.

Constructivist classrooms rely on four key areas to be successful:

Shared knowledge between teachers and students.

Shared authority between teachers and students.

Teachers act as a guide or facilitator.

Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways. Constructivist classrooms focus on student questions and interests, they build on what students already know, they focus on interactive learning and are student-centered, teachers have a dialogue with students to help them construct their own knowledge, they root in negotiation, and students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.

The biggest criticism of constructivist learning is its lack of structure. Some students need highly structured and organized learning environments to thrive, and constructivist learning focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on student progress, which can lead to students falling behind and not meeting standardized grading requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path. Additionally, it's valuable for teachers to understand different learning theories and how they impact their classroom and their students.

Subscribe to the WGU Blog

Stay up-to-date with the latest articles, tips, and insights from the team at WGU

Our focus on your success starts with our focus on four high-demand fields: K-12 teaching and education, nursing and healthcare, information technology, and business. Every degree program at WGU is tied to a high-growth, highly rewarding career path. Which college fits you?

Want to see all the degrees WGU has to offer? View all degrees

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Constructivism is an important learning theory based on the idea that learners build on their existing foundation to learn new information. Learn more about constructivism and how it impacts education.

# data[].attributes.attachment_link.readable_text
Constructivism is an important learning theory that educators use to help their students learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn. So everyone's individual experiences make their learning unique to them.

Constructivism is crucial to understand as an educator because it influences the way all of your students learn. Teachers and instructors that understand the constructivist learning theory understand that their students bring their own unique experiences to the classroom every day. Their background and previous knowledge impacts how they are able to learn. Educators are able to use constructivist learning theory to help their students understand their previous knowledge. If you're a current or aspiring educator, it's important to get the education and credentials you need. But it's also important to understand learning theories and how they impact you and your students. This guide will tell you more about the constructivist learning theory and how it helps you as a teacher.

There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory.

Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student's previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning.

People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.

Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it's not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can't just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.

Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning. Isolating learnings isn't the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge.

Learning is contextual. Students don't learn isolated facts and theories separate from the rest of our lives-we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us.

Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table. So the way and things people learn and gain from education will all be very different.

Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren't enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.

Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it's difficult for learners to reach into their past experience and make connections for new learning.

There are different types of constructivism that educators can use to find success with this learning theory.

Cognitive. Cognitive constructivism focuses on the idea that learning should be related to the learner's stage of cognitive development. These methods work to help students in learning new information by connecting it to things they already know, enabling them to make modifications in their existing intelligence to accommodate the new information. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children.

Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive constructivism with the added element of societal and peer influence.

Radical. Radical constructivism is very different from cognitive and social constructivism. It focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us function in our environment. The overall idea is that knowledge is invented, not discovered. The things we bring to the table make it impossible for us to have truth, only interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974.

It's important to understand how teachers can apply constructivism inside their classroom to create a unique learning environment for students. In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner's level of understanding.

Constructivist classrooms rely on four key areas to be successful:

Shared knowledge between teachers and students.

Shared authority between teachers and students.

Teachers act as a guide or facilitator.

Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways. Constructivist classrooms focus on student questions and interests, they build on what students already know, they focus on interactive learning and are student-centered, teachers have a dialogue with students to help them construct their own knowledge, they root in negotiation, and students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.

The biggest criticism of constructivist learning is its lack of structure. Some students need highly structured and organized learning environments to thrive, and constructivist learning focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on student progress, which can lead to students falling behind and not meeting standardized grading requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path. Additionally, it's valuable for teachers to understand different learning theories and how they impact their classroom and their students.

Subscribe to the WGU Blog

Stay up-to-date with the latest articles, tips, and insights from the team at WGU

Our focus on your success starts with our focus on four high-demand fields: K-12 teaching and education, nursing and healthcare, information technology, and business. Every degree program at WGU is tied to a high-growth, highly rewarding career path. Which college fits you?

Want to see all the degrees WGU has to offer? View all degrees

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Constructivism is an important learning theory based on the idea that learners build on their existing foundation to learn new information. Learn more about constructivism and how it impacts education.

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Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, as well as enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.

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Constructivism | Research Starters | EBSCO Research

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Constructivism is a prominent theory of learning that emphasizes the idea that knowledge is actively constructed by individuals rather than passively received. This theory has gained considerable attention in educational literature, leading to various interpretations and definitions, which some scholars argue have diluted its meaning.

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Interactive teaching is all about instructing the students in a way they are actively involved with their learning process. There are different ways to create an involvement like this. Most of the time it's through

teacher-student interaction

student-student interaction

the use of audio, visuals, video

hands-on demonstrations and exercises

You encourage your students to be active members of your class, thinking on their own, using their brains, resulting in long-term memory retention. Not only the students' knowledge will improve, but their interest, strength, knowledge, team spirit and freedom of expression will increase as well.

In this blog post, I will talk about the use of interactive methods for teaching, encouraging more dedication towards the lesson material. We will see some interactive teaching tools, interactive teaching ideas, and interactive teaching games.
Not only will I talk about the use of interactive methods of teaching, but I'll also give you some examples of methods used in the present classroom as well.

Ready? Let's find out some interactive classroom activities to engage your pupils!

3 Effective interactive teaching strategies to encourage speech in your classroom

First, I want to put some activities in the spotlight. The following interactive student activities are three of the most effective ways to encourage more speech in your classroom.

1. Think, pair and share

Set a problem or a question around a certain topic, and pair up your students. Give each pair of students enough time so they can reach a proper conclusion, and permit the kids to share their conclusion in their voice. This way your students will be engaged, communicating, and remember more of the class than ever before.

2. Brainstorming

Interactive brainstorming is mostly performed in group sessions. The process is useful for generating creative thoughts and ideas. Brainstorming helps students learn to work together, and above all, learn from each other. You'll be surprised by all the great ideas they come up with! Check out these 8 fun brainstorming apps you can use in your classroom, or use BookWidgets' Mindmap widget to structure thinking.

3. Buzz session

Participants come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and collaboration among the students within each group. Everyone should learn from each other's input and experiences. As a teacher, you could give your students some keywords to spark the conversation.

Of course, there are many other interactive teaching ideas as well. I split up the activities in different categories:

Individual student activities

Student pair activities

Student group activities

Interactive game activities

Individual student activities

4. Exit slips

These are best used at the end of the class session. You'll ask the students to write for one minute on a specific question. It might be generalized to "what was the most important thing you learned today". Then, you can decide if you are going to open up a conversation about it in your next class. You can ask them if they still remember what they wrote down. Need a digital exit slip template? Try this one from BookWidgets and learn more about the possibilities of an exit slip. Looking for inspiration? Check this out! You will find 60 examples of digital exit tickets.

5. Misconception check

Discover students' misconceptions. See if students can identify what is the correct answer when given a false fact. It's useful when going over a previous lesson. It encourages students to think deeply and wager all the possibilities.

6. Circle the questions

Make a worksheet or a survey that has a list of questions (make them specific) about your topic, and ask students to circle (or check) the ones they don't know the answers to. Then, let them turn in the paper.

Create corners concerning different questions that were circled. Let your students work on the extra exercises and explanation in the corners, individually. As your students will all have circled different questions, you have to give each student a different and personalized order to visit the corners.

7. Ask the winner

Ask students to silently solve a problem on the board. After revealing the answer, instruct those who got it right to raise their hands (and keep them raised). Then, all other students have to talk to someone with a raised hand to better understand the question and how to solve it next time.

Student pair activities

8. Pair-share-repeat

After a Think-pair-share experience, which I've written about in the first interactive learning lesson idea, you can also ask students to find a new partner and share the wisdom of the old partnership to this new partner.

9. Teacher and student

Let students brainstorm the main points of the last lesson. Then, pair up your students and assign them 2 roles. One of them is the teacher, and the other the student. The teacher's job is to sketch the main points, while the student's job is to cross off points on his list as they are mentioned and come up with 2 to 3 points that the teacher missed.

10. Wisdom from another

After an individual brainstorm or creative activity, pair students to share their results. Then, call for volunteers who found their partner's work to be interesting or exemplary. Students are often more willing to share the work of fellow students publicly than their work. Of course, you can always encourage sharing their objectives as well.

11. Forced debate

Let students debate in pairs. Students must defend the opposite side of their personal opinion. It encourages them to step away from their own beliefs and teaches them to look through a different colored glass once in a while.

Variation: one half of the class takes one position, the other half takes the other position. Students line up and face each other. Each student may only speak once so that all students on both sides can engage the issue.

12. Optimist/Pessimist

In pairs, students take opposite emotional sides of a case study, statement, or topic. Encourage them to be empathic and truly "live" the case study. You'll discover some good solution proposals and your students will learn some exceptional social skills.

13. Peer review writing task

To assist students with a writing assignment, encourage them to exchange drafts with a partner. The partner reads the essay and writes a three-paragraph response: the first paragraph outlines the strengths of the essay, the second paragraph discusses the essay's problems, and the third paragraph is a description of what the partner would focus on in revision if it were her essay. Students can learn a lot from each other and themselves as well! Here are 10 more creative self-assessment ideas.

Student group activities

14. Board rotation

This interactive learning strategy is even more interactive than others! Divide your class into different groups of students and assign them to each of the boards you've set up in the room. Assign one topic/question per board. After each group writes an answer, they rotate to the next board. Here, they write their answer below the first answer of the previous group. Let them go around the room until all the groups have covered all the boards. Not that many boards in your classroom? Try using tablets and BookWidgets' interactive whiteboard.

15. Pick the Winner

Divide the class into groups and let them work on the same topic/problem. Let them record an answer/strategy on paper or digitally. Then, ask the groups to switch with a nearby group and let them evaluate their answer. After a few minutes, allow each set of groups to merge and ask them to select the best answer from the two choices, which will be presented to the complete class.

16. Movie Application

In groups, students discuss examples of movies that made use of a concept or event discussed in class, trying to identify at least one way the movie makers got it right, and one way they got it wrong. Think about movies showing historical facts, geographical facts, biographies of famous people, ...

Interactive game activities

Create an interactive classroom full of interactive learning games. Games are so much fun for students since it doesn't feel like learning. With BookWidgets, you can make interactive learning games like crossword puzzles, pair matching games, bingo games, jigsaw puzzles, memory games, and many more in minutes (and there's a Google Classroom integration as well).

17. Crossword puzzle

The crossword game is perfect to use as repetition activity. Choose a list of words and their description, and BookWidgets creates an interactive crossword for you. The crossword game transforms these boring lessons into a fun experience. Here you can read more about how to create them and for which topics you can use them (not only for teaching languages)!

18. Scrabble

Use the chapter (or course) title as the pool of letters from which to make words (e.g., mitochondrial DNA), and allow teams to brainstorm as many words relevant to the topic as possible. You can also actually play scrabble and ask students to form words from the newly learned vocabulary.

19. Who/what am I?

Tape a term or name on the back of each student. You can also tape it on their forehead. Each student walks around the room, asking "yes or no" questions to the other students in an effort to guess the term. Of course, the term has something to do with your lesson topic.

20. Bingo

Bingo is a fun game that can be used for all sorts of exercises: language exercises, introductory games, math exercises, etc. Take a look at this blog post with all the different bingo possibilities here. You'll be surprised about how many interactive lesson activities you can do with just one game.

Want to create a bingo game yourself? You can start for free right here:

Wrap up

That's it! Like in any list, you could add many other interactive lesson ideas. I could go on for quite a while myself. But what about you? Share your creative, interactive classroom ideas in our Facebook Group. This way, we can build out this article with many more great ideas!

One more thing... Don't forget to follow us on Twitter! 😉

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20 interactive teaching activities for in the interactive classroom

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Interactive teaching is all about instructing the students in a way they are actively involved with their learning process. There are different ways to create an involvement like this.

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Constructivism builds on existing knowledge for a subjective and hands-on education experience. Read on to learn more about this learning theory.

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Creating experiences that facilitate the construction of knowledge.

What is constructivism?

Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).

Related to this are the processes of assimilation and accommodation.

Assimilation refers to the process of taking new information and fitting it into an existing schema.

Accommodation refers to using newly acquired information to revise and redevelop an existing schema.

For example, if I believe that friends are always nice, and meet a new person who is always nice to me I may call this person a friend, assimilating them into my schema. Perhaps, however, I meet a different person who sometimes pushes me to try harder and is not always nice. I may decide to change my schema to accommodate this person by deciding a friend doesn't always need to be nice if they have my best interests in mind. Further, this may make me reconsider whether the first person still fits into my friend schema.

Consequences of constructivist theory are that:

Students learn best when engaged in learning experiences rather passively receiving information.

Learning is inherently a social process because it is embedded within a social context as students and teachers work together to build knowledge.

Because knowledge cannot be directly imparted to students, the goal of teaching is to provide experiences that facilitate the construction of knowledge.

This last point is worth repeating. A traditional approach to teaching focuses on delivering information to students, yet constructivism argues that you cannot directly impart this information. Only an experience can facilitate students to construct their own knowledge. Therefore, the goal of teaching is to design these experiences.

Consequences for the Classroom

There are many consequences for teaching and the classroom if you adhere to constructivist principles. The following chart from the Teaching and Learning Resources wiki compares traditional and constructivist classrooms across several components

Essential Components to Constructivist Teaching

There are several main components to include if you plan on adhering to constructivist principles in your classroom or when designing your lessons. The following are from Baviskar, Hartle & Whitney (2009):

Elicit prior knowledge
New knowledge is created in relation to learner's pre-existing knowledge. Lessons, therefore, require eliciting relevant prior knowledge. Activities include: pre-tests, informal interviews and small group warm-up activities that require recall of prior knowledge.

Create cognitive dissonance
Assign problems and activities that will challenge students. Knowledge is built as learners encounter novel problems and revise existing schemas as they work through the challenging problem.

Apply knowledge with feedback
Encourage students to evaluate new information and modify existing knowledge. Activities should allow for students to compare pre-existing schema to the novel situation. Activities might include presentations, small group or class discussions, and quizzes.

Reflect on learning
Provide students with an opportunity to show you (and themselves) what they have learned. Activities might include: presentations, reflexive papers or creating a step-by-step tutorial for another student.

Examples of Constructivist Classroom Activities

Reciprocal teaching/learning
Allow pairs of students to teach each other.

Inquiry-based learning (IBL)
Learners pose their own questions and seek answers to their questions via research and direct observation. They present their supporting evidence to answer the questions. They draw connections between their pre-existing knowledge and the knowledge they've acquired through the activity. Finally, they draw conclusions, highlight remaining gaps in knowledge and develop plans for future investigations.

Problem-based learning (PBL)
The main idea of PBL is similar to IBL: learners acquire knowledge by devising a solution to a problem. PBL differs from IBL in that PBL activities provide students with real-world problems that require students to work together to devise a solution. As the group works through the challenging real-world problem, learners acquire communication and collaboration skills in addition to knowledge.

Cooperative learning
Students work together in small groups to maximize their own and each other's learning. Cooperative learning differs from typical group work in that it requires interdependence among group members to solve a problem or complete an assignment.

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office of curriculum assessment and teaching transformation

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Creating experiences that facilitate the construction of knowledge.

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Practical Ideas for the New Primary Curriculum

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Aimed at early years and lower primary this resource supports the learning of basic programming. It contains a set of flashcards based on characters and scenes from The Gingerbread Man. These cards are 15x15cm and so are ideal for using with a Beebot programmable robot (as this is the distance that the Beebot robot travels during each movement).

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Constructivism Learning Theory & Philosophy of Education

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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

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At some point, every math student will struggle. Teachers know this. They expect it.
Naturally, they worry that challenging lessons will turn into impasses.

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7 Essential Benefits of Constructivist Teaching - The Weary Educator

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In this blog post we will consider the benefits of constructivist teaching and why you should be using it as a model for your classroom.

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Constructivist Learning Theory - Educational Technology

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The constructivist theory is based around the idea that learners are active participants in their learning journey; knowledge is constructed based on

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Constructivist Learning Theory - Educational Technology

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The constructivist theory is based around the idea that learners are active participants in their learning journey; knowledge is constructed based on

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Constructivism builds on existing knowledge for a subjective and hands-on education experience. Read on to learn more about this learning theory.

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Creating an Enriching, Reggio-Inspired Classroom Space - Research and Play

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The Reggio Emilia approach is known for its focus on creating an environment that encourages exploration, creativity, and active learning. Central to this approach is providing open-ended materials that foster children’s curiosity and enable them to construct their own knowledge. In this blog post, I’ll share strategies and ideas for setting up a Reggio-inspired classroom

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The Reggio Emilia Approach and The Creative Curriculum are both founded on the idea that children are capable of driving their own learning and benefit most from supportive teachers who listen to children's voices and observe their interests to curate learning environments and projects that follow the children's lead. This strong alignment of core values means that teachers who use The Creative Curriculum often incorporate Reggio Emilia Approach values into their plans, learning environment, and daily interactions with children and families.

Let's take a look at the following examples to see how a The Creative Curriculum teacher incorporates Reggio Emilia Approach values into her teaching practice.

1. Environment Is the Third Teache r

The Reggio Emilia Approach refers to the classroom environment as the "third teacher." This idea reflects the understanding that the environment has a powerful impact and works alongside families and teachers to inspire children's learning. A well-planned environment reflects children's learning; includes elements of nature, such as natural light and plants; and is comfortable and welcoming to children, families, and teachers.

At the beginning of the year Ms. Elena follows the guidance in The Creative Curriculum for Preschool: The Foundation, Chapter 2, "The Learning Environment," to organize the interest areas in her classroom. She chooses appropriate materials, adds cozy and natural elements, labels the shelves and containers in languages that reflect what children hear in the community, and ensures that each area offers children options without being overwhelming. Before finishing, Ms. Elena looks around the classroom and asks herself, "What message is the environment sending to children and families?," "Does my classroom feel warm and welcoming to everyone?," and "Where can children's work be displayed and appreciated?"

2. Project-Based Learning

A key component of the Reggio Emilia Approach is following children's interest and curiosity in the world around them to plan in-depth projects where children explore their questions and represent their learning in a variety of ways. The Creative Curriculum supports project work through Teaching Guides that feature studies of topics that children have real-world experience with, such as balls, clothes, simple machines, trees, and gardening.

During a nature walk at the end of their Insects study, Ms. Elena invites her class to take pictures of interesting things they discovered. After the walk, the children ask to take pictures of more things both inside and outside of the classroom. Because the children are showing an interest in cameras, Ms. Elena adds a simple digital camera to the Discovery area. For a few days, she observes how the children use the camera and writes down what questions they have about cameras. Following the children's sustained interest in cameras, Ms. Elena decides to introduce the Cameras study after they conclude the Insects study.

3. 100 Languages

Loris Malaguzzi played an instrumental role in the development of the Reggio Emilia Approach. He used the metaphor of children having "100 languages" to explain the extraordinary potential that children have to express themselves, think, make connections, and build knowledge. To embrace children's boundless potential, the Reggio Emilia Approach values all verbal and nonverbal communications equally and provides a variety of ways for children to engage in learning, express ideas, and work on projects over time.

Throughout the Cameras study, the children explore cameras in a variety of ways by taking pictures and videos, reading books about cameras, use cameras to make video calls, and incorporate cameras into their dramatic play. During the investigations, Ms. Elena is quick to observe and slow to respond to children's explorations. This means that when she notices a child using a camera in an unexpected way, such as holding it upside down to take a picture, she observes first to understand their interest without commenting on what they are doing. By taking the time to observe rather than engage, Ms. Elena does not break the child's concentration and allows them to drive their own learning.

4. Collaboration Is Critical

A core value of the Reggio Emilia approach is that "children learn a lot from other children, and adults learn from children being with children. Children love to learn among themselves, and they learn things that it would never be possible to learn from interactions with an adult. The interaction between children is a very fertile and a very rich relationship" (Malaguzzi, 1993). This means that a critical component to children's learning and development is uninterrupted time to play and work with other children every day.

Ms. Elena has 1 hour of uninterrupted choice time each day, along with a few shorter choice times. During choice time, the children are free to engage in the interest areas while Ms. Elena moves through the classroom, observing the children as they play and interact with each other. She also follows the guidance in the Cameras Teaching Guide to provide opportunities for the children to further explore cameras within an interest area. During these planned experiences and their free play in the interest areas, children work together to discuss ideas, problem-solve, and create rich play scenarios.

5. Documentation of Children's Learning

An integral part of creating a shared learning experience with the Reggio Emilia Approach is documenting children's learning throughout projects. This allows children's interests, experiences, and discoveries to be visible all around the classroom and shows that their words and actions are important and valuable.

Throughout the Cameras study, Ms. Elena documents children's learning on charts and through pictures, and the children document their learning thorough observational drawings, dictation, pictures, and videos. At the end of the study, Ms. Elena and the children celebrate their learning by organizing all of the documentation into displays that show what they have learned. They share these displays with families and guests at the end-of-study celebration.

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5 Reggio Emilia Approach Values Reflected in a Creative Curriculum Classroom - Teaching Strategies

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The Reggio Emilia Approach and The Creative Curriculum are both founded on the idea that children are capable of driving their own learning and benefit most from supportive teachers who...

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Resources of Constructivism for Teachers

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Resources of Constructivism for Teachers

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https://www.teacherstoolbox.co.uk/constructivism-a-learning-process-the-teachers-toolbox/

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Resources for Constructivism - SEDL Letter, Constructivism, Volume IX, Number 3, August 1996

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Published in
SEDL Letter
Volume IX, Number 3, August 1996,
Constructivism

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Constructivism Learning Theory & Philosophy of Education

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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

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Constructivism in Education: What Is Constructivism? | NU

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Discover the power of constructivism in education. Explore its core principles, student-centered approaches, and benefits for learning.

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The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.

Background

Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning. Social constructivism was developed by post-revolutionary Soviet psychologist Lev Vygotsky. Vygotsky was a cognitivist, but rejected the assumption made by cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in (and must therefore be explained as products of) social interactions and that learning did not simply comprise the assimilation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community. According to Vygotsky (1978, 57),

Every function in the child's cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.

Vygotsky's theory of social learning has been expanded upon by numerous later theorists and researchers.

View of Knowledge

Cognitivists such as Piaget and Perry see knowledge as actively constructed by learners in response to interactions with environmental stimuli. Vygotsky emphasized the role of language and culture in cognitive development. According to Vygotsky, language and culture play essential roles both in human intellectual development and in how humans perceive the world. Humans' linguistic abilities enable them to overcome the natural limitations of their perceptual field by imposing culturally defined sense and meaning on the world. Language and culture are the frameworks through which humans experience, communicate, and understand reality. Vygotsky states (1968, 39),

A special feature of human perception ... is the perception of real objects ... I do not see the world simply in color and shape but also as a world with sense and meaning. I do not merely see something round and black with two hands; I see a clock ...

Language and the conceptual schemes that are transmitted by means of language are essentially social phenomena. As a result, human cognitive structures are, Vygotsky believed, essentially socially constructed. Knowledge is not simply constructed, it is co-constructed.

View of Learning

Vygotsky accepted Piaget's claim that learners respond not to external stimuli but to their interpretation of those stimuli. However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (85):

The level of actual development is the level of development that the learner has already reached, and is the level at which the learner is capable of solving problems independently. The level of potential development (the "zone of proximal development") is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers. The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development; the level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.

View of Motivation

Whereas behavioral motivation is essentially extrinsic, a reaction to positive and negative reinforcements, cognitive motivation is essentially intrinsic - based on the learner's internal drive. Social constructivists see motivation as both extrinsic and intrinsic. Because learning is essentially a social phenomenon, learners are partially motivated by rewards provided by the knowledge community. However, because knowledge is actively constructed by the learner, learning also depends to a significant extent on the learner's internal drive to understand and promote the learning process.

Implications for Teaching

Collaborative learning methods require learners to develop teamwork skills and to see individual learning as essentially related to the success of group learning. The optimal size for group learning is four or five people. Since the average section size is ten to fifteen people, collaborative learning methods often require GSIs to break students into smaller groups, although discussion sections are essentially collaborative learning environments. For instance, in group investigations students may be split into groups that are then required to choose and research a topic from a limited area. They are then held responsible for researching the topic and presenting their findings to the class. More generally, collaborative learning should be seen as a process of peer interaction that is mediated and structured by the teacher. Discussion can be promoted by the presentation of specific concepts, problems, or scenarios; it is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material. Some more specific techniques are suggested in the Teaching Guide pages on Discussion Sections.

Reference

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

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The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others. Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning.

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Constructivism In Education

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Constructivism in Education: 5 Key Features

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Constructivist Lesson Plan Example

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Constructivist Lesson Plan Example - Video | Study.com

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Constructivism is a learning model that teaches through hands-on experiences rather than lectures. Learn how big ideas and overarching concepts…

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Constructivism builds on existing knowledge for a subjective and hands-on education experience. Read on to learn more about this learning theory.

# data[].attributes.attachment_link.readable_text
The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.

Background

Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning. Social constructivism was developed by post-revolutionary Soviet psychologist Lev Vygotsky. Vygotsky was a cognitivist, but rejected the assumption made by cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in (and must therefore be explained as products of) social interactions and that learning did not simply comprise the assimilation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community. According to Vygotsky (1978, 57),

Every function in the child's cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.

Vygotsky's theory of social learning has been expanded upon by numerous later theorists and researchers.

View of Knowledge

Cognitivists such as Piaget and Perry see knowledge as actively constructed by learners in response to interactions with environmental stimuli. Vygotsky emphasized the role of language and culture in cognitive development. According to Vygotsky, language and culture play essential roles both in human intellectual development and in how humans perceive the world. Humans' linguistic abilities enable them to overcome the natural limitations of their perceptual field by imposing culturally defined sense and meaning on the world. Language and culture are the frameworks through which humans experience, communicate, and understand reality. Vygotsky states (1968, 39),

A special feature of human perception ... is the perception of real objects ... I do not see the world simply in color and shape but also as a world with sense and meaning. I do not merely see something round and black with two hands; I see a clock ...

Language and the conceptual schemes that are transmitted by means of language are essentially social phenomena. As a result, human cognitive structures are, Vygotsky believed, essentially socially constructed. Knowledge is not simply constructed, it is co-constructed.

View of Learning

Vygotsky accepted Piaget's claim that learners respond not to external stimuli but to their interpretation of those stimuli. However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (85):

The level of actual development is the level of development that the learner has already reached, and is the level at which the learner is capable of solving problems independently. The level of potential development (the "zone of proximal development") is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers. The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development; the level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.

View of Motivation

Whereas behavioral motivation is essentially extrinsic, a reaction to positive and negative reinforcements, cognitive motivation is essentially intrinsic - based on the learner's internal drive. Social constructivists see motivation as both extrinsic and intrinsic. Because learning is essentially a social phenomenon, learners are partially motivated by rewards provided by the knowledge community. However, because knowledge is actively constructed by the learner, learning also depends to a significant extent on the learner's internal drive to understand and promote the learning process.

Implications for Teaching

Collaborative learning methods require learners to develop teamwork skills and to see individual learning as essentially related to the success of group learning. The optimal size for group learning is four or five people. Since the average section size is ten to fifteen people, collaborative learning methods often require GSIs to break students into smaller groups, although discussion sections are essentially collaborative learning environments. For instance, in group investigations students may be split into groups that are then required to choose and research a topic from a limited area. They are then held responsible for researching the topic and presenting their findings to the class. More generally, collaborative learning should be seen as a process of peer interaction that is mediated and structured by the teacher. Discussion can be promoted by the presentation of specific concepts, problems, or scenarios; it is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material. Some more specific techniques are suggested in the Teaching Guide pages on Discussion Sections.

Reference

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

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The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others. Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning.

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Constructivism in Education: What is Constructivism?

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Constructivism in Education: What is Constructivism?

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Constructivism in Education: What Is Constructivism? | NU

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Discover the power of constructivism in education. Explore its core principles, student-centered approaches, and benefits for learning.

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Constructivist Learning Theory - Educational Technology

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The constructivist theory is based around the idea that learners are active participants in their learning journey; knowledge is constructed based on

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Reggio made easy: A beginner's guide to Reggio Emilia. - February 22, 2023

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Reggio made easy: A beginner's guide to Reggio Emilia. - February 22, 2023

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Reggio Made Easy: A Beginner's Guide to Reggio-Inspired Learning

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Balancing curricular outcomes with inquiry in a Reggio-inspired practice is a challenge for North American teachers. Here are some basic guiding principles to help you navigate the inspiring approach to teaching and learning in the early years.

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10 practical Reggio Emilia approach examples in the classroom - December 9, 2021

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10 practical Reggio Emilia approach examples in the classroom - December 9, 2021

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10 Practical Reggio Emilia Approach Examples in the Classroom | KLA Schools

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Explore 10 practical Reggio Emilia approach examples in the classroom that foster creativity, collaboration, and hands-on learning. Discover how this…

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Constructivist Learning Theory | ELM Learning

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Create a successful training program using behavioral learning theory to encourage employee growth and skill development. Find out how!

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Constructivist Learning Theory | ELM Learning

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Create a successful training program using behavioral learning theory to encourage employee growth and skill development. Find out how!

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The constructivist learning theory explains that we learn by 'constructing' knowledge in our minds. Constructivism argues that learners have an active role in thinking things through, mulling them over, and coming to conclusions based on logic and critical thinking. We also build on our prior knowledge, like a builder constructing (and sometimes deconstructing) his skyscraper.

Key Concepts in Constructivist Theory

1. Learning is a Cognitive Process
Students learn through thinking things through and trial-and-error, not by simply repeating facts.
Prior to the rise of Constructivism, teachers would teach using a behaviorist approach: we would hammer ideas into students' heads by getting them to repeat answers over and over again. Students would sit in classrooms and repeat what the teacher says. We often call this old approach the banking model of education.

Then constructivism came along and argued that children use cognition - or mental processes - to come to logical conclusions. Students need to think things through in order to truly understand them.

Thinking things through means mulling them over, seeing if they really make sense, comparing and contrasting them to what they already know, and coming to your own independent conclusions ... not just repeating what your teacher says.
Interesting Fact: Even though constructivist theory was developed in the late 1800s and early 1900s, it wasn't until the late 1960s that constructivism was taken seriously in schools.
2. We Learn Through Experiences (Piaget)
Piaget came up with some fundamental constructivist concepts. He theorised that learners get more knowledgeable by thinking about new experiences and comparing them to old experiences.
Piaget is the most famous constructivist theorist. He came up with many of the fundamental ideas in constructivism.

According to Piaget, there are six key components to how we learn:

Learning through experience: Whenever we come across a new experience, we process it in our minds. We will use that experience to understand our worlds. Piaget called learners 'lone scientists' who go out into the world and investigate to learn.

Prior knowledge: Each new experience is compared to previous experiences we have had. We will look at our new experiences and use them to understand what we're looking at.

Cognitive Schema: Piaget stated that a cognitive schema is a packet of knowledge that we have in our mind. We can add to a cognitive schema (assimilation) or change it (accommodation).

Assimilation: Piaget used this term to explain 'adding new knowledge' to our knowledge bank (cognitive schemata). If I come across new knowledge that I can add to my knowledge bank, I'll place it into a cognitive schema. For example, if I see a new breed of dog, I'll recognize it as a dog, so I'll add this new breed of dog to my 'dog' cognitive schema in my mind.

Cognitive disequilibrium: When we come across a new experience, it may contradict our prior knowledge. A learner will be confused and not understand what they can see. At this point, a learner is in a state of cognitive disequilibrium. We always want to be in a state of cognitive equilibrium where everything makes sense.

Accommodation: To overcome cognitive disequilibrium (confusion), we need to 'fix' old or broken prior knowledge. We will need to recall a cognitive schema and repair it. For example, if I see a horse for the first time, I may think it's a dog because it has four legs. Then, someone will tell me it is a different animal called a 'horse'. Now I need to fix my 'dog' schema by breaking it up so I don't bank all horses into the dog schema. I might create two new schemata: one for dogs and one for horses. I'll try to remember key features of horses (their height, their body shape) so that in the future I can tell the differences between horses and dogs. I learned through experiences!

3. There are Four Stages of Learning (Piaget)
Many constructivists also believe that biological development is central to learning. We tend to learn certain things at key stages in our childhood. This is because our brains need to be developmentally ready to learn.
Several constructivist theorists believe in stages of learning. Piaget's stages are the most famous, but there are others. Here are just a few:

Montessori: Maria Montessori was a constructivist. She believed in four planes of development.

Froebel: Friedrich Froebel believed that we go through several stages, and at each stage we should give children special toys that help them overcome the challenges at each stage.

Kolberg: Kolberg's stages were based on moral development. As our brains become more cognitively advanced, we can explore more and more complex moral problems.

Piaget: Piaget's 4 stages mainly explore scientific and mathematical skills that emerge at different stages in our lives.

Piaget's four famous stages are:

Sensorimotor stage (0 - 2 years): Babies develop cognitive skills such as object permanence, goal directed action, and deferred imitation (see image below).

Preoperational stage (2 - 7 years): Young children develop cognitive skills such as symbolic thought (such as language use and symbolic play) yet remain egocentric (meaning they cannot see things from others' perspectives).

Concrete stage (7 - 12 years): Students develop more complex logical thinking skills and master the skill of conservation (see image below).

Formal operations stage (12 - 18 years): Teenagers start developing deductive reasoning, metacognitive skills, abstract thought, and complex moral reasoning.

Not all stage-based theories are based on cognitive theories. A cognitive stage-based theory must believe stages are based on our brain's growing ability to think in new ways. For example, Freud's and Erikson's stages are not cognitive - they're psychodynamic stages.
4. We Learn Through Social Interaction (Vygotsky)
Vygotsky came up with 'Social Constructivism'. This theory highlights the important role of social interaction in constructing new ideas in our minds.
Vygotsky and Piaget both believed that experience is important for our learning. But while Piaget thought of learners as 'lone scientists', Vygotsky thought of learners as social beings.

By talking with others, we can think through ideas. We will hear other perspectives and how different people describe things. These social experiences are important for helping us to come to strong logical conclusions.

When we discuss ideas, we also 'socially construct' knowledge. This means we pool all our thinking together and come to shared agreements about what the facts really are.

Vygotsky and Piaget agreed on a lot (they were both constructivists), but they disagreed on many things, too.

Vygotsky didn't believe that we learn in stages. He thought we all learn differently depending on our social interactions. In some non-Western societies, for example, a child may learn really difficult skills required for hunting that a Western child wouldn't learn until they are much older. This observation undermines Piaget's idea that we all learn in generally the same biological stage-based way.

Role of the Teacher and Learner
The teacher shouldn't lecture students but rather guide them as they learn through hands-on experiences.
Constructivism believes learning involves trial-and-error and discovery.

Therefore, the teacher shouldn't just lecture students while the students listen (we call this passive learning).

Instead, the teacher needs to expose children to many active, hands-on experiences. The teacher will observe their students' learning and give them gentle guidance and nudges. But, if a class is well designed and structured for the right developmental level, the students will be able to learn simply through their experiences alone.

Here is a quick comparison of a traditional teacher role vs. a facilitator role:

Monologue (teacher talks)

Dialogue (teacher and students discuss)

Tells the answers

Asks questions and guides

Expects one 'correct' answer

Lets students come up with their own answers

Believes they know everything

Sees themselves as a co-learner

Teacher-centered classroom

Student-centered classroom

Teaches theories

Links theories to practical experiences

One size fits all lessons

Differentiated lessons to meet students' cognitive needs

Constructivist Teaching Methods

1. The Zone of Proximal Development
The zone of proximal development helps teachers to identify the target difficulty levels for their lessons.
Vygotsky's Zone of Proximal development explains how to create a lesson that is at the perfect difficulty level.

We also sometimes call this the Goldilocks principle:

A lesson that is too easy will not help a student progress;

A lesson that is too hard will not stimulate learning;

A lesson that is challenging but achievable with help will help students progress.

That skill level that's challenging but achievable is called the 'zone of proximal development'.

This approach involves getting a teacher to assess prior knowledge. Then, the teacher create lessons that are just a step harder than the student's current abilities.

The teacher will need to provide support as the student moves into the 'zone of proximal development'. That's where scaffolding comes in...

2. Scaffolding

Scaffolding is an approach developed by Jerome Bruner.
Scaffolding involves providing guided support to a student. Guidance is removed when a student's abilities improve.
It gets its name from the supports that are placed around buildings while they are being constructed. Once the building is finished, the scaffolding is removed and the building can stand on its own.

The same goes for learners: a teacher should provide support to students while they are learning a concept. Then, when the student is capable with the concept, the support is removed so the student can learn on their own.

3. Problem and Inquiry Based Learning

Problem based learning is an approach where the teacher presents students with a problem. Students then need to address the problem by talking things through, conducting experiments, and going through a process of discovery.

Inquiry based learning focuses on using systematic and scientific methods to collect data and come up with answers to problems.
The teacher and students come up with a problem that needs to be addressed through an inquiry process.
Both approaches (which are used in conjunction) help students to learn through student-led and student-initiated discovery. Students use their cognitive skills and trial-and-error to reach their own conclusions and construct new knowledge in their minds.

You can read more about inquiry based learning here.

4. Guided Practice

The guided practice model is also known as the ' gradual release of responsibility ' or 'I Do, We Do, You Do' method.

In this approach, the teacher starts with explicit teaching. The teacher might model something in front of the students while they observe ('I Do'). Next, the teacher and students do the task together ('We Do'). An additional 'We Do' step may be to get students to do tasks together in groups. Lastly, the student gets to do a task independently ('You Do').
Guided practice involves an educator gradually releasing responsibility to a student in a four-step process. It starts with explicit instruction and ends with independent work.
You can read more about the I Do, We Do, You Do approach here.

5. Cooperative Learning

Cooperative learning involves students working together to come up with solutions to problems.

A cooperative learning approach will involve a teacher getting students to work in groups to complete a task.

One way to do this is to get students to work in groups (tip: let them name their group) based on ability level or learning style.

Another approach may be to get each student to develop expertise in one specific area of a topic. Then, the students get together to share what they learned. In this model, every student in the group is an expert on one aspect of the task. We call this the 'expert jigsaw' approach to cooperative learning.

For more on the role of social interaction in learning, see my post on the sociocultural theory of learning.

6. Play-Based Learning

Constructivism is all about learning through exploration, interaction, discovery and thinking things through.

That's exactly what we do when we play. We make mistakes, learn new ways to do things, think creatively, and gain new experiences.
A play-based approach to learning involves getting students to discover new things through play. While often reserved for early childhood, play-based learning really could be good for just about any age!
Maria Montessori, a famous constructivist, argued that educators should set up well-equipped play-based environments. Froebel, another constructivist, argued that play was the "highest form of learning". Forest schools and other contemporary learning perspectives also embrace a play-based approach.

Some versions of play include:

For more, see my article on the 17 different versions of play.

Pros and Cons of Constructivism

1. Students are seen as capable 'agentic' learners

1. It's Time Consuming

2. It's Student-Centered

2. It doesn't Fit with Standardized Tests

3. It provides a Guide to Children's Expected Developmental Levels

3. It requires differentiation, which is resource intensive

4. It's an enjoyable approach to learning

1. Pros (Advantages)

Benefits of constructivist theory include:

Students are treated as capable learners and are encouraged to exercise creative, critical and independent thinking.

Educators recognize that students require targeted, differentiated lessons that match their cognitive needs.

Using Piaget's stages, new and fill-in educators can quickly get an estimate of children's ability levels based on their age.

Students often find constructivist approaches to be more enjoyable because they learn through doing rather than sitting and memorizing.

A constructivist approach to education sees students as active, powerful, capable and competent. It tends to encourage students to learn through 'doing', which helps with engagement, critical thinking, and memory retention.
2. Cons (Disadvantages)

Disadvantages of constructivist theory include:

Learning through trial-and-error is a time consuming process. In the age of a crowded curriculum, teachers often don't have the time to organize sustained problem-based learning lessons.

International testing regimes that push standardized curriculum encourage conformity and memorization over inquiry-based critical thinking.

Constructivism requires differentiation so that students learn at the optimal cognitive level. Differentiation for each child is exceptionally difficult and often impractical for educators.

Constructivism can be time-consuming and does not prepare students well for standardized tests.
Alternative Approaches

Alternative theories of learning include:

Behaviorism: Constructivism is often juxtaposed to behaviorism. The behaviorist approach does not care for what goes on in our minds. It only cares for our ability to memorize and repeat information. Read more about behaviorism here.

Humanism: Humanists believe constructivism does not pay enough attention to the role of students' emotions and holistic well-being in learning. Read more about humanism here.

There are many different theories of learning. While constructivism is the dominant theory today, other theories of learning offer important insights and should not be dismissed.
Final Thoughts

Constructivism in education is the dominant educational theory in the 21st Century. It helps students to develop 21st Century skills such as collaboration, cooperation and creativity.
Read More: 31 Prominent Learning Theories
Central to this theory is the idea that we learn by 'mulling over' new ideas in our heads and come to our own conclusions through logic and reasoning. To achieve this sort of learning, students need to engage in active learning, learning by doing, and personal experiences.

It is juxtaposed to other theories like behaviorism which uses teaching methods that are more teacher-centered and fail to cater lessons to students' cognitive needs.

For more, explore the ideas of key constructivist theorists:

References and Further Reading

Kang, E. K. (2018). A Search for the Meaning of Constructivism: Constructivism Revisited and Reviewed. Education of Primary School Mathematics, 21(3), 261-272.

Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97-105.

Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2).

Srivastava, S., & Dangwal, K. L. (2017). Constructivism: A paradigm to revitalize teacher education. International Journal of Applied Research, 3(5), 753-756.

Taber, K. S. (2018). Constructivism in Education. Early Childhood Development: Concepts, Methodologies, Tools, and Applications. London: Routledge.

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What is Constructivism in Education? Piaget's Pros & Cons

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The constructivist learning theory explains that we learn by 'constructing' knowledge in our minds. Constructivism argues that learners have an active role in thinking things through, mulling them over, and coming to conclusions based on logic and critical thinking. We also build on our prior knowledge, like a builder constructing (and sometimes deconstructing) his skyscraper.

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Constructivist Learning: Applying a Student-Centered Approach in Your…

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Constructivist learning—it’s a buzzword that most educators have heard at least once or twice. But, do you actually know what’s behind the excitement…

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Constructivism in Education: What Is Constructivism? | NU

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Discover the power of constructivism in education. Explore its core principles, student-centered approaches, and benefits for learning.

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Constructivism Learning Theory & Philosophy of Education

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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

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Creating experiences that facilitate the construction of knowledge.

What is constructivism?

Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).

Related to this are the processes of assimilation and accommodation.

Assimilation refers to the process of taking new information and fitting it into an existing schema.

Accommodation refers to using newly acquired information to revise and redevelop an existing schema.

For example, if I believe that friends are always nice, and meet a new person who is always nice to me I may call this person a friend, assimilating them into my schema. Perhaps, however, I meet a different person who sometimes pushes me to try harder and is not always nice. I may decide to change my schema to accommodate this person by deciding a friend doesn't always need to be nice if they have my best interests in mind. Further, this may make me reconsider whether the first person still fits into my friend schema.

Consequences of constructivist theory are that:

Students learn best when engaged in learning experiences rather passively receiving information.

Learning is inherently a social process because it is embedded within a social context as students and teachers work together to build knowledge.

Because knowledge cannot be directly imparted to students, the goal of teaching is to provide experiences that facilitate the construction of knowledge.

This last point is worth repeating. A traditional approach to teaching focuses on delivering information to students, yet constructivism argues that you cannot directly impart this information. Only an experience can facilitate students to construct their own knowledge. Therefore, the goal of teaching is to design these experiences.

Consequences for the Classroom

There are many consequences for teaching and the classroom if you adhere to constructivist principles. The following chart from the Teaching and Learning Resources wiki compares traditional and constructivist classrooms across several components

Essential Components to Constructivist Teaching

There are several main components to include if you plan on adhering to constructivist principles in your classroom or when designing your lessons. The following are from Baviskar, Hartle & Whitney (2009):

Elicit prior knowledge
New knowledge is created in relation to learner's pre-existing knowledge. Lessons, therefore, require eliciting relevant prior knowledge. Activities include: pre-tests, informal interviews and small group warm-up activities that require recall of prior knowledge.

Create cognitive dissonance
Assign problems and activities that will challenge students. Knowledge is built as learners encounter novel problems and revise existing schemas as they work through the challenging problem.

Apply knowledge with feedback
Encourage students to evaluate new information and modify existing knowledge. Activities should allow for students to compare pre-existing schema to the novel situation. Activities might include presentations, small group or class discussions, and quizzes.

Reflect on learning
Provide students with an opportunity to show you (and themselves) what they have learned. Activities might include: presentations, reflexive papers or creating a step-by-step tutorial for another student.

Examples of Constructivist Classroom Activities

Reciprocal teaching/learning
Allow pairs of students to teach each other.

Inquiry-based learning (IBL)
Learners pose their own questions and seek answers to their questions via research and direct observation. They present their supporting evidence to answer the questions. They draw connections between their pre-existing knowledge and the knowledge they've acquired through the activity. Finally, they draw conclusions, highlight remaining gaps in knowledge and develop plans for future investigations.

Problem-based learning (PBL)
The main idea of PBL is similar to IBL: learners acquire knowledge by devising a solution to a problem. PBL differs from IBL in that PBL activities provide students with real-world problems that require students to work together to devise a solution. As the group works through the challenging real-world problem, learners acquire communication and collaboration skills in addition to knowledge.

Cooperative learning
Students work together in small groups to maximize their own and each other's learning. Cooperative learning differs from typical group work in that it requires interdependence among group members to solve a problem or complete an assignment.

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office of curriculum assessment and teaching transformation

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Creating experiences that facilitate the construction of knowledge.

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Constructivism Learning Theory & Philosophy of Education

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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into

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Have you ever experienced being fully engaged in the learning process?

Constructivism is an educational theory that promotes active participation and encourages personal interpretation in the learning process.

Based on the idea that individuals construct their understanding of the world through experiences and interactions, constructivism promotes hands-on learning and critical thinking.

Photo by Element5 Digital on Unsplash

Traditional Classroom vs. Constructivist Classroom

While constructivism may not be suitable for all classroom circumstances, and there are instances where the traditional approach is advantageous, it is generally recognized in contemporary classrooms as useful.

Traditional Approach

Must abide by the pre-determined curriculum.

Learning is based on repetition and memorization.

Students work alone.

Assessment is through testing and correct answers.

Text-book and workbook-based.

Constructivist Approach

Some flexibility with the curriculum based on the students' interests.

Learning is based on what students already know.

Students work in pairs or small groups.

Assessment includes all student work including testing, from beginning to end.

Varied sources of material, including manipulatives and real-world experience.

Let's dive in to give you some ideas on how to incorporate constructivism in your classroom.

In Think-Pair-Share, students learn to think things through and express their ideas with their peers.

Photo by Mira Kireeva on Unsplash

Try this:

In this activity, you can provide the students with a question. First, your learners take a few minutes to think about the question by writing a response or sketching an image.

Then they can pair up with another student to discuss their answers and ideas around the question.

If you're a science teacher, here are some potential questions for your students:

What exactly is energy, and what does it mean for it to be conserved?

Why is understanding cause and effect important to your life?

How can we know for certain that the universe beyond our world is truly infinite?

A first year geography teacher wants to teach her grade 9 students about the dangers of plastic in oceans. How should she approach introducing the topic to get their interest and attention? Choose the best answers.

Get students to do the assigned readings

Find out what the students already know

Lecture about reducing plastic use

Watch and discuss a case study

By implementing problem and inquiry-based learning, think-pair-share, flexibility, and choices, students can be motivated to fully immerse themselves in their assignments and projects. These experiences will be invaluable in preparing them for real-world scenarios.

Photo by Brooke Cagle on Unsplash

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5 ways to use constructivist learning strategies to help students succeed 🛠️

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Explore 5 ways to integrate constructivist learning in the classroom.Most of these strategies can be adapted for use in elementary, high school, and college classrooms.