Reflective question about CONSTRUCTIVISM

 What are the key elements of constructivism?

i. Activate prior knowledge – learning activities should elicit prior knowledge

and engage students cognitively and emotionally with the topic.

ii. Create surprise – create learning activities that reveal disconnects between
prior knowledge and the demands of the current task.

iii. Apply and evaluate the new knowledge – students should apply the new
learning to a variety of related problems and receive detailed formative
feedback.

iv. Include a closing reflective assignment – require students to reflect on their

learning experience.

 How can constructivism be applied in teaching and learning?

A constructivist teacher and a constructivist classroom exhibit several discernable

qualities markedly different from a traditional or direct instruction classroom. A
constructivist teacher can flexibly and creatively incorporate ongoing experiences
in the classroom into the negotiation and construction of lessons with small groups
and individuals. The environment is democratic, the activities are interactive, and
student centered, and the students are empowered by a teacher who operates as
a facilitator/consultant.

 How is Constructivism used in the classroom?

Constructivist classrooms are structured so that learners are immersed in

experiences within which they may engage in meaning-making inquiry, action,
imagination, invention, interaction, hypothesizing and personal reflection. Teachers
need to recognize how people use their own experiences, prior knowledge and
perceptions, as well as their physical and interpersonal environments to construct
knowledge and meaning. The goal is to produce a democratic classroom
environment that provides meaningful learning experiences for autonomous
learners.

 What does constructivism mean in education?

A constructivist approach to learning and instruction has been proposed as an

alternative to the objectivist model, which is implicit in all behaviorist and some
cognitive approaches to education. Objectivism sees knowledge as a passive
reflection of the external, objective reality.

Maria Fernanda Mendivil Jimenez

 How can a constructivist approach to pedagogy contribute towards inclusive
teaching and learning facilitation?

The approach to pedagogy can determine how inclusive the pedagogy is. It is
apparent from the review that, if the conceptualization of inclusive pedagogy is
derived from positivistic, behavioristic or special-needs discourse, it is likely to be
strategy-oriented and will thus articulate a position that seeks to find fault with the
learner rather than with the pedagogic settings. For instance, there were constant
references to strategies by those who articulated pedagogy as changing the
behavior of the learner by means of a strategy.

 Constructivist theories have been in education for quite many years. Based on
Constructivist theories how have you been implementing your teaching?

Some strategies for classroom applications of constructivism for the teacher

include having students working together and aiding to answer one another's
questions. Another strategy includes designating one student as the "expert" on a
subject and having them teach the class. Finally, allowing students to work in
groups or pairs and research controversial topics which they must then present to
the class.

Maria Fernanda Mendivil Jimenez