www.a-report-in-edueng04.

com

Constructivism: A
Multidisciplinary
Approach
with Ma. Melissa D. Merlas
BSED-E 1E | EDUENG04
 www.a-report-in-edueng04.com

Lesson For The Day

What is Second Language Acquisition (SLA)
What is Multidisciplinary Approach?
Meaning of Constructivism
Advocates & Branches of Constructivism
Summary of the Schools Second Language
Acquisition Timeline
 WHAT IS Second
Second Language Acquisition Language
- Is learning a second language
after the first language is
Acquisition?
already learned.
- Learning a language after
acquiring the mother tongue.
- It occurs actively and
consciously which requires
explicit instruction and
education.
 Multidisciplinary Approach
- it is an approach to curriculum

Multidisciplinary integration which focuses primarily

on the different disciplines and
Approach
the diverse perspectives they

Why we use it? bring to illustrate a topic, theme,

or issue.
(1) Real-world situations are complex and
- also called the “interdisciplinary”
requires knowledge of several different
subjects. approach where it allows for the
(2) Encourages the students to apply combination of different subjects
their existing and newly-acquired during one lesson or project.
knowledge in a more practical and
hands-on way.
Steps for a Multidisciplinary Lesson

1.PRE-INSTRUCTIONAL 3.DELIVER THE LESSON

PLANNING 2.INTRODUCE THE
METHODOLOGY TO YOUR
STUDENTS
3.Deliver the lesson
1.Pre-instructional 2.Introduce the - deliver the content
Planning methodology to in a clear, coherent
- acquainted with your students
way so students may
the material from understand the
- explain why the
the other connections between
subject has such each point and how
disciplines.
a wide variety of they may relate to
approaches to each other.
understanding it.
Steps for a Multidisciplinary Lesson
4.PRACTICE
INTERDISCIPLINARY 6.SELF-ASSESSMENT
THINKING
5.PROVIDE FEEDBACK
4.Practice
interdisciplinary
5.Provide 6.Self-assessment
thinking - give your
students regular feedback - note - ask the students
assignments that especially if the to evaluate their
allow them to think students are able ability to view a
about issues from to successfully topic from multiple
other perspectives angles.
integrate and
other than the
synthesize their
subject you teach.
knowledge.
 ILLUSTRATION OF
MULTIDISCIPLINARY
APPROACH
Constructivism is obviously the most
According to Driscoll (2005),
dominant approach to education in this “Knowledge is constructed by
century (Krahenbuhl, 2016). Constructivism learners as they attempt to
emerged as the prevailing paradigm only in make sense of their
the latter part of the 20th century. experiences” (p.387).
Constructivists, like some cognitive
psychologists, argue that all human beings
construct their own version of reality, and
thus multiple contrasting ways of knowing
Constructivists emphasize that to be able
and describing are equally legitimate.
to acquire knowledge, it is necessary to
This perspective could be described as an
experience that knowledge personally
emphasis on active processes of
(Driscoll, 2005). They also underline that
construction [of the meaning], attention to
knowledge must be based on experience to
texts as a means of better understanding understand any kind of information
those processes, and an interest in the (Thompson, 2018).
nature of knowledge and its variations,
including the nature of knowledge associated

Constructivism
with belonging to a particular group.
Cognitive Constructivism
(Piaget)
Emphasis is placed on the importance of learners
constructing their own representation of reality.
Learners must individually discover and transform
complex information if they are to make it their own,
[suggesting] a more active role for students in their own
learning than is typical in many classrooms (Slavin, 2003).
Piaget believed that humans learn
Learning is a developmental process that involves through the construction of one
change, self-generation, and construction, each building logical structure after another.
He also concluded that the logic
on prior learning experiences” (Piaget in Kaufman, 2004) of children and their modes of
thinking are initially entirely
different from those of adults.
 Social Constructivism
(Vygotsky)
Emphasizes the importance of social interaction and
cooperative learning in constructing both cognitive and
emotional images of reality.
Constructivist research tends to focus on “individuals
engaged in social practices… on a collaborative group,
[or] on a global community.”
Vygotsky (1978): “Children’s thinking and meaning-
making is socially constructed and emerges out of their
social interactions with their environment.”
 Social Constructivism
(Vygotsky)
Zone of Proximal Development (ZPD) – the distance
between learners’ existing developmental state and their
potential development. Lev Vygotsky introduced the
social aspect of learning into
ZPD describes tasks that a learner has not yet learned constructivism. He defined the
but is capable of learning with appropriate stimuli. "zone of proximal learning,"
according to which students
ZPD is an important facet of social constructivism solve problems beyond their
because it describes tasks “that a child cannot yet so actual developmental level
(but within their level of
alone but could do with the assistance of more potential development) under
competent peers or adults.” (Slavin, 2003; Karpov adult guidance or in
&Haywood, 1998) collaboration with more
capable peers.
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Closely allied to a Vygotskian social constructivist

perspective is that of Mikhail Bakhtin (1986, 1990),
the Russian literary theorist who has now captured
the attention of SLA researchers and practitioners
(Hall, Vitanova, & Marchenkova,2005). Bakhtin
contended that language is “immersed in a social and
cultural context, and its central function is to serve
as a medium of communication.” In This spirit, the
early years of the new millennium have seen
increasing emphasis on sociocultural dimensions of
SLA, or what Watson-Gegeo (2004) describes as a
language socialization paradigm for SLA: a new
synthesis that “involves a reconsideration of mind,
language, and epistemology, and a recognition that
cognition originates in social interaction and is
shaped by cultural and sociopolitical processes.”
Dewey called for education to be grounded
OTHER Advocates
in real experience. He wrote, "If you have
doubts about how learning happens, engage
in sustained inquiry: study, ponder, consider
alternative possibilities and arrive at your
belief grounded in evidence." Inquiry is a key
part of constructivist learning.

Bruner initiated curriculum change based on Seymour Papert's groundbreaking work in

the notion that learning is an active, social using computers to teach children has led
process in which students construct new to the widespread use of computer and
ideas or concepts based on their current information technology in constructivist
knowledge. environments.
SUMMARY OF EVERYTHING
SUMMARY OF EVERYTHING