Constructivist Learning and Teaching

The philosophy behind constructivist pedagogies is that humans can understand only
what they have themselves constructed. A cross-disciplinary nature of constructivism has
facilitated the development of various branches of learning and teaching theories. The
general concept that AClass maintains for constructive pedagogies is the effort to identify
learner as an important agent in the learning process, their interest and characteristics
are taken into consideration, and learning should build on prior knowledge so learners
understand how to construct new knowledge from authentic experience, to support active
participation and engaged learning. Constructivist learning is to make learning
meaningful to learners and to eliminate the struggle of learners with the power of teacher
and knowledge.

Constructivist learning and teaching perspective represents a shift from viewing learners
as responding to external stimuli to seeing learners as active in constructing their own
knowledge; they assert that social interactions are important in knowledge construction
(Bruning, Schraw, Norby, & Ronning, 2004). In constructivist perspectives, learners
directly develop knowledge by experiencing things and by reflecting on such experiences.
Learners can actively learn through cognitive processes, constructing an understanding of

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Author: Dr Lam Bick Har

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the world around them. Educators such as Piaget, Vygotsky, and Bruner contribute to
theories of constructivist learning.

Constructivism is best understood in terms of how individuals use information, resources,

and help from others to build and improve their mental models and their problem solving
strategies (Woolfolk, 2007). The constructivist model of teaching enables learners to
construct knowledge, whether this construction reflects objective realities, or the
construction is perceived to sharpen ones cognitive development for acquiring higher-
level intellectual development, or the construction of knowledge should happen in a
social interactive setting with the mediation of individuals. There is no specific
constructivist pedagogy, but we can conclude the principles that guide the development
of constructivist pedagogies, by comparing it with traditional behaviourist perspective of
teaching.

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Author: Dr Lam Bick Har

Copyright 2005-2013 The Hong Kong Institute of Education

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Constructivist Pedagogies vs. Traditional Pedagogies

Dimensions/Approaches Constructivist Learning Traditional Learning

Sees learners as unique individuals; the unique nature of learners is Sees learners as homogenous mass defined by chronological age
Nature of learner an integral part of the learning process upon which learning targets and materials are designed in the
curriculum; learners are expected to meet the nominal standard

Resides with the learner; emphasizes the active role of learners in Rests with the teacher; learner is passive and receptive; learners
Responsibility for learning
the learning process in looking for meaning present what they learn from teachers

Develops learners motivation through authentic experiences in Learners behaviors are reinforced by praises and rewards; learners
Learning motivation handling problems; by gaining success, learners gain confidence increase motivation by conforming to standards and expected
and motivation to embark on more complex challenges; intrinsic achievements; extrinsic

Usually asks, supports, provides guidelines, and creates Often gives instructions from the front; gives answers and expects
environment for learners to arrive at their own conclusions; learners to be disciplined in receiving the content of the curriculum
Role of Teacher
continuous dialogue with learners; teacher should challenge with the least distraction and disturbances; learners are under
learners control in the learning process

Teachers and learners learn from each other; learners compare their The learning experience is objective; learners receive truth and
version of truth with that of teachers and peers to arrive at a socially knowledge from teachers through given tasks; the teacher is an
tested/socially negotiated version of truth; learning task is the expert who gives expert advice and instruction to get learners gain
Interaction
interface between teachers and learners, both should develop knowledge efficiently
awareness of each other's viewpoints and should look at their own
standards and values

Learners collaborate to arrive at a shared understanding of truth in a Learners should be attentive and disciplined to achieve the content
Collaboration specific field; through scaffolding, learners can extend beyond set in the curriculum; they should try hard to fulfill expectations
the limitation of physical maturation to the extent that the from teachers; students seek advice from teachers in their study
development process lags behind the learning process

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Author: Dr Lam Bick Har

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 Sees the context in which learning occurs as central to learning; Knowledge is de-contextualized; it may not give learners skills to
Context learning is directly relevant to application; it acculturates students understand authentic tasks; learning occurs when outcomes are
into authentic and complex practices through activities and social measured
interaction
A two-way process involving interaction between teachers and A process carried out by the teacher; a separate process of
learners; inextricably linked with the learning process to find out measuring how much learners have gained and how far learners
Assessment learning achievements and quality of learning experiences; have reached at the end of the learning process
courseware; share possible ways in which learners performance
may be improved

Modified from: Lam, B. H. (2011). Chapter 2 Constructivist Perspectives of Learning. In S. N. Phillipson & B. H. Lam (Eds.), Learning
and Teaching in the Chinese Classroom. Hong Kong: HKU Press (p.58). Hong Kong: HKU Press.

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Author: Dr Lam Bick Har

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All rights reserved. www.ied.edu.hk/aclass/
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Author: Dr Lam Bick Har

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One of the popular constructivist pedagogies is named "scaffolding. It is a technique
whereby the teacher models the desired learning strategy or task, then gradually shifts
responsibility to the students. The metacognition in problem solving are quite similar
to a scaffolding teaching approach, which the teacher conceptualizes how the learners
can be guided to use skills and develop strategies to learn, they offer assistance based
on the ability, insufficiency and inexperienced condition of the learner, and little by
little, seeing the progress of the learners, the teacher signals the learners to take full
responsibility in their work. Scaffolding activities can be very useful in learning. For
experts, they used to make use of prior knowledge to solve a problem which is
unfamiliar to them. They may think of a similar but simplier situation, and manage
their own self regulating mechanism which enables themselves to grasp new skills
and knowledge gradually and finally they can handle the new task satisfactorily.
Scaffolding support that is commonly used by trainers and teachers include modelling,
coaching, contextual support, asking leading questions, giving away parts of the
solution. Some common examples of scaffolding strategies can be found below:

Examples of Scaffolding Strategies

Scaffolding Methods Examples
Questioning It is commonly used in solving abstract or
conceptual problems after exploring and
practicing basic levels of understanding. For
example, in reviewing what children are doing
in their social and personal lives, teachers ask
children critical questions, such as what do you
think is the meaning of a society? to push their
thinking beyond their limits.
Role playing and demonstration Show students the process by which skills and
concepts are applied by highlighting critical
features that easily fail learners. For example, an
art teacher demonstrates how eye-hand
coordination can enhance ones skills in
modelling and creative production of a ceremic
art
Hints and examples Give cues, hints, or guides at critical points to
enhance learners self-inquiry and self-discovery
Instruction Prepare guided task instructions to address the
different domains of understanding within a
specific topic.
Graded assignments/materials adaptation Prepare exercises that fit the individual interests
and needs of learners, or design exercises that
accomodates the interest and academic levels so
that learners can handle the basic level and move
on to the more advanced level of the subject
Self-assessment and peer assessment Ask learners to assess their own learning
outcomes and to conduct peer assessment to
develop understanding-based criteria

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Author: Dr Lam Bick Har

Copyright 2005-2013 The Hong Kong Institute of Education

All rights reserved. www.ied.edu.hk/aclass/
References:
Bruning, R., Schraw, G., Norby, M., & Ronning, R. (2004). Cognitive psychology and
instruction. Upper Saddle River, NJ: Prentice Hall.

Woolfolk, A. (2007). Educational Psychology. Boston: Pearson Education.

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Author: Dr Lam Bick Har

Copyright 2005-2013 The Hong Kong Institute of Education

All rights reserved. www.ied.edu.hk/aclass/