Constructivism theory

The foundation of constructivism theory is the idea that learning occurs best when students take an active role in it. Fundamentally, the theory contends that a successful constructivist learning process results in learners acquiring meaning and knowledge, which has an effect on their motivation and academic achievement. To meet the diverse learning demands of the students and increase their motivation, the educational process must be enhanced using a variety of tactics and methodologies. Additionally, the constructivist learning theory seeks to accomplish a number of objectives to serve the diverse needs of children in the classroom (Garcia & Pacheco, 2010). These objectives are attained via certain teacher’s strategies which enable effective teaching sessions premised on interactivity and socialization. They include active participation of students in a class to develop critical thinking skills allowing them to derive or make sense of information from their lecturers or teachers, experimentation, research projects, field trips and class discussions.

Theorist associated with constructivism

The social constructivism theory was discussed and developed by some theorists whereby most of them borrowed this concept and related to their studies. Among the many theorists who associated themselves with social constructivism includes Jean Piaget and John Dewey’s Progressive Education theory which inspired the evolution of constructivism theory (Schrader, 2015). Other philosophers, psychologists, and sociologist who contributed to the evolution of this learning theory and practice which included Lev Vygotsky, Jerome Bruner, and David Ausubel (Garcia & Pacheco, 2010). Vygotsky introduced the social aspect of this theory which revealed the student’s potentiality to solve problems above their developmental level while Bruner introduced the concept of active participation.

Differentiation of learning process and instructions to incorporate constructivism theory

Differentiation of lessons and classroom activities implies the customization of the learning process to reflect or meet the various needs of the students. Technically, the invented methods of delivering information are tailored to a form that various student with diverse needs can easily relate, give meaningful feedback and achieve development (Schrader, 2015). There are various criteria to determine the optimum differentiation of lessons and activities.

Criteria for Differentiation of lessons and activities

Various criteria can be used to differentiate the teaching or learning methodology which would include the intelligence preference, learning style preference, gender-based and cultural preferences.

Content. The standard lesson content needs to cover all the areas in the student’s syllabus. However, various children have different needs which will call for a modification to fit their levels of comprehension. Furthermore, the content can be simplified through designing them into forms of activities that will enhance their learning.

Process. Students respond differently to various styles of teaching or delivering knowledge. Therefore, it is utterly essential for the teacher to invest in different forms of content delivery which might include the use of textbooks, or audio-visual methods. Other, students will prefer and respond positively to close one on one interaction with their teachers.

Product. Product forms the basis for evaluation of the student’s understandability. Tests and examination can be created at the end of the course or syllabus. An example would include oral and graphical reports.

Moreover, other criteria can be discussed as:

The intelligence preference. Research reveals that employing learning methods which address or coincides with the student’s intelligence yields positive results. These criteria motivate students to exploit their potential.

Gender-based preference. The learning process needs to be tailored to meet the needs of the two opposite genders. Due to differences in abilities and competencies, some female may prefer competitive learning processes while the male might prefer collaboration, and group work versus individual preferences.

Planning instructional time to meet various needs of the students

Schools need adequate teaching hours for instruction giving which directly impacts on the student’s attitude and performance (Taber, 2011). Mostly, a robust and well implemented time disciplinary system is ideal to achieve an effective instructional time program. Importantly, time allocated for learning should be well utilized to maximize the impact on the needs of various students (Garcia & Pacheco, 2010). Some of the factors impacting on this aspect include the school schedules, and classroom time management. Other issues to be considered involve:

Time allotted for instructional time versus the demand

The demand and supply of instructional time are utterly important contributing to a quality time of the learning process; therefore, learning institutions should dedicate adequate time for teaching. Also, the delays in starting of learning programs occasioned by various events or happening must be considered (Taber, 2011). However, student’s need for adequate teaching time should be compensated especially the poor performers through arranging and scheduling remedial classes.

Scheduling and attendance

The supply of instructional time can be creatively managed to result in a positive impact on the learning needs of the students. Essentially, the start and closing dates can be made flexible to provide an opportunity for extra coaching to students with variant learning needs.

Students Motivation and management

In trying to understand and develop students’ behavior, the teacher needs to clarify their expectations and monitor the response and present behaviorism. However, the teacher should provide room for the student to choose their behavior and forms basis of their engagement (Rufii, 2015). Also, the teacher should facilitate a conducive and safe environment for learning of lessons. Notably, the physical environment of the classroom is critically essential to contribute to student’s motivation and development. For example, the students need the right infrastructure to affect their learning process, which would include the presence of technological aids, good desks which are movable and moderately comfortable, spacious classroom with learning materials on the walls (Schrader, 2015). The teachers should encourage and nature self-belief among the students. Learners respond positively when they have opportunities to drive their goals and development with over-sighting from their teachers. Consequently, this process helps the students develop the skills and capacity to deal with them their successes and failures appropriately (Taber, 2011). Again, the student’s confidence is enhanced because of the control they have in their education.

Building rapport

The teacher should research on the student’s preferences, weaknesses and strengths. The exercise will help them to establish connection with the students procuring a friendly and trustful environment which are factors that will enhance their development.

Autonomy and collaborative learning

The tutor or teacher should encourage and promote student autonomy and cooperative learning involving active group participation in projects and individual assignments. Both of these methodologies equips the students with necessary skills and competence which including social skills and peer relationships and self-confidence.

Important strategies employed by constructivist learning method

Students have preferences of learning methods and are motivated and respond to different strategies. Recent research conducted revealed that different students respond differently to learning methods as shown below.

Table 1.0 Learning methods

Methodology

Percentage

Lecture

5

Reading

10

Audiovisual

20

Demonstration

30

Discussion Group

50

Practice by doing

75

Teach others / immediate use of learning

90

Source: (Taber, 2011).

The teacher should encourage and support diversity and autonomy in students. Also, the processes of learning should be student-led through supporting their initiatives thus giving the morale and motivation to attain higher achievement. Additionally, self-esteem and confidence in their abilities and competencies emerge contributing to their positive performance in their academics (Rufii, 2015). The tutor or teacher should design assessments which trigger the cognitive ability of the students through demanding them to express themselves while answering questions. For example, the use of analyzing, classify or predict are effective to test and out to practice the cognitive competencies of various students (Schrader, 2015). Additionally, the use of thoughtful and open-ended questions puts their critical thinking skills in practice. The teacher should create a highly interactive learning process between him and the students and also student to student. Interactivity in learning serves to expose the weaknesses of the learner and provide a solution to their specific needs. Moreover, student to student interaction has been researched to be highly effective to promote understandability and grasp of concept in class (Duane & Satre, 2014). Up to fifty percent of students approve and would prefer. The learning process should have time flexibility to accommodate the various learning needs of students providing them with an opportunity to digest or solve problems. Feedback is utterly crucial so that the teacher understands the student’s progress and plan to deal with the emerged gaps.

Impact of constructivist learning on classroom management and student learning

Constructivism learning strategy significantly impacts on the learning process and experience of the students (Rufii, 2015). The teachers become productive, inspiring students to exploit their full potential thus attaining success and achievements. The focus and concentration of the students also are immensely enhanced with positive behaviorism and emotions. Furthermore, positive outcome with teachers predict improved social, cognitive, and language development in younger children.

Views on constructivism learning strategy

I approve constructivism method of learning because of the various benefits attached to it. Firstly, this method shapes the learning experience and imparts skills to the students proving critical in their future lives (Duane & Satre, 2014). For instance, the students become sociable, and gain the personality of confidence and motivation which will be useful in their future life. Additionally, this method makes the teacher useful by concentrating on the key student’s developmental areas elevating their knowledge (Rufii, 2015). Finally, the knowledge acquired from studying this theory will be ideal to resolve various student management issues by enlightening the teachers and tutors on ways they can be effective in their service delivery.

Conclusion

Constructivism theory asserts that the learner digest the information they get and actively construct and attach a meaning and relate to information they already know. Ideally, the learner endeavors to organize new information in a way they can make meaning out of it. For teachers to achieve effectiveness and efficiency in their teaching program, they need to discover the characteristics and specific needs of students; hence, customize teaching experience to meeting their needs. Discovery of these needs should be preceded by analyzing behavioral impact due to the needs. The teacher should implement a proper classroom management system and techniques to develop potential student’s powers and competencies. He should also factor in the management late-coming incidences, slow learners and the disabled students ensuring their needs are adequately addressed.

References

Duane, B., & Satre, M. (2014). Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills. Nurse Education Today, 34(1), 31-34. http://dx.doi.org/10.1016/j.nedt.2013.03.005

Garcia, I., & Pacheco, C. (2010). Constructivism in Mexican Elementary School Education: Designing a Platform for Cooperative Learning. Journal Of Software, 5(6). http://dx.doi.org/10.4304/jsw.5.6.565-572

Rufii, R. (2015). Developing Module on Constructivist Learning Strategies to Promote Students’ Independence and Performance. International Journal Of Education, 7(1), 18. http://dx.doi.org/10.5296/ije.v7i1.6675

Schrader, D. (2015). Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities. New Directions For Teaching And Learning, 2015(144), 23-35. http://dx.doi.org/10.1002/tl.20160

Taber, K. (2011). Psychology for the classroom: constructivism and social learning. Teacher Development, 15(4), 555-557. http://dx.doi.org/10.1080/13664530.2011.635273