Constructivist Learning Theory

ByDr. Serhat KurtPosted onFebruary 21, 2021Reading Time: 6 minutes

The constructivist theory is based around the idea that learners are active participants in their
learning journey; knowledge is constructed based on experiences. As events occur, each person
reflects on their experience and incorporates the new ideas with their prior knowledge. Learners
develop schemas to organize acquired knowledge. This model was entrenched in learning theories
by Dewey, Piaget, Vygotsky, Gagne, and Bruner.

The theory of constructivist learning is vital to understanding how students learn. The idea that
students actively construct knowledge is central to constructivism. Students add (or build) their new
experiences on top of their current foundation of understanding. As stated by Woolfolk (1993)
“learning is active mental work, not passive reception of teaching”. As an educator, it is important
to understand the theory of constructivist learning. Each student that enters your classroom has
a unique perspective on life that has been created by their unique experiences. This will impact
their learning. If the basis of the constructivist theory states that students construct new knowledge
on what they have already had, the entry point of their learning journey is of utmost importance.
Learning theories are as valuable as credentials to educators; it is important to understand what will
affect the learning journey of your students.

The theory of constructivism has many elements. These principles outline the theory as a whole and
how they affect the learning of the students. The main points are listed below:

 Knowledge is constructed. Every student begins the learning journey with some preexisting
knowledge and then continues to build their understanding on top of that. They will select
which pieces of the experience to add, making everyone’s knowledge unique.
 Learning is a social activity. Interacting with others is vital to constructing knowledge.
Group work, discussions, conversations, and interactions are all important to creating
understanding. When we reflect on our past experiences, we can see how our relationship
with others is directly connected to the information learned.
 Learning is an active process. Students must actively engage in discussions and activities in
order to construct knowledge. It is not possible for students to take on a passive role and
retain information. In order to build meaningful ideas, there must be a sensory response.
 Learning is contextual. Isolation is not the best way to retain information. We learn by
forging connections between what we believe and the information we have already. Learning
also occurs in the situation within the context of our lives, or alongside the rest of our
understanding. We reflect on our lives and classify the new information as it fits into our
current perspective.
 People learn to learn, as they learn. As each student moves through the learning journey,
they get better at selecting and organizing information. They are able to better classify ideas
and create more meaningful systems of thought. They also begin to recognize that they are
learning multiple ideas simultaneously, for example, if they are writing an essay on historical
 events, they are also learning elements of written grammar. If they are learning about
important dates, they are also learning how to chronologically organize important
information.
 Learning exists in the mind. Hands-on activities and physical experience are not enough to
retain knowledge. Active engagement and reflection are critical to the learning journey. In
order to develop a thorough understanding, students must experience activities mentally as
well.
 Knowledge is personal. Because every person’s perspective is unique, so will be the
knowledge gained. Every individual comes into the learning activity with their own
experiences and will take away different things as well. The theory of constructivist learning
is based entirely around each individual’s own perspective and experiences.
 Motivation is key to learning. Similar to active participation, motivation is key to making
connections and creating understanding. Students cannot learn if they are unwilling to reflect
on preexisting knowledge and activate their thought process. It is crucial that educators work
to motivate their students to engage in the learning journey.

Constructivism In Education
It is not enough to simply know the theory of constructivist learning. Educators must also know
how to implement it in their classrooms. Their goal is to create a welcoming environment that
promotes active engagement in learning. In the theory of constructivist learning, instructors act as
facilitators. They must promote collaboration and adjust their lessons based on the prior level of
understanding of the class. Once they identify students’ existing knowledge, instructors must work
to grow the understanding in those areas.

There are four key areas that are crucial to the success of a constructivist classroom:

 The instructor takes on the role of a facilitator instead of a director.

 There are equal authority and responsibility between the students and the instructor.
 Learning occurs in small groups.
 Knowledge is shared between both the students and the instructor.

These four areas must be addressed in order for the constructivist classroom to be successful. As
you can see, it differs greatly from the traditional classroom. Constructivist classrooms are more
student-centered and the learning revolves around their interests and questions. Teachers guide
learning by implementing group activities, creating collaborative dialogue, and facilitating
interactive experiences. Students build on their prior knowledge and construct new understanding
based on the lessons taught. Dialogue and negotiation are also key components to successful
learning.

In the table below, you can see how the constructivist classroom compares to the traditional
classroom. Each style has its own benefits and consequences.

Constructivist Classroom Traditional Classroom

Pursues student interests and questions Follows a strict curriculum
Uses manipulative and primary materials Textbooks and workbooks are primary materials
Learning is based on big ideas with exploration into Learning emphasizes skills and curriculum is taught in
smaller parts parts to achieve the whole idea
Instructor is responsible for guided and interacting Instructor is responsible for directing learning;
with students; negotiator role authoritative role
Instructors assist students in creating knowledge Instructors communicate information and students
with dialogue receive knowledge
Students build knowledge on prior understanding
Students acquire knowledge through repetitive practice
through interactions
Knowledge is continuously evolving with student
Knowledge is acquired, then remains stagnant
understanding
Process is important, therefore evaluations may Tests and evaluations demonstrate student
include observation, discussion, and student work understanding
Learning activities occur mostly in groups Learning activities are mostly independent
When implementing the constructivist theory in the classroom, lessons must include the following
components:

 Eliciting prior knowledge. As new understanding is constructed on preexisting knowledge,

the instructor must first activate prior knowledge. This can be done with collaborative
activities, relaxed discussions, or pre-tests.
 Creating cognitive dissonance. Knowledge is built when new ideas are presented and
activities are just challenging enough for students. “Just right problems” force students to
reevaluate the schemas in their mind and organize new solutions.
 Applying knowledge with feedback. The instructor’s role is to encourage students and
provide feedback. This may be seen in the form of quizzes, presentations, or discussions in
the classroom. The goal of applying feedback should be to encourage even more growth and
challenge knowledge of the new situation.
 Reflecting on learning. Students should be offered the opportunity to reflect on their
understanding and demonstrate their learning. This could be in the form of an essay, a
presentation, or even the responsibility of sharing their knowledge with another student.

Examples Of Constructivist Classroom Activities

 Reciprocal teaching/learning: a group of 2 or more students work together and teach one
another.
 Inquiry-based learning: students create their own questions and seek to solve them through
research and observations. After underlining the arguments for their response, they make
connections between their prior knowledge and the information discovered through their
research. Students conclude by identifying possible gaps and developing further questions
for the next project.
 Problem-based learning: similar to inquiry-based learning, except focuses on problems in
the real world. Students work in groups to research possible solutions and gain valuable
skills by working together. Seeking evidence, making connections, and drawing conclusions
as a team help students develop communication and collaborative skills while solving real-
world issues.
  Cooperative learning: small group activity with one key difference – interdependence.
While most constructivist activities rely on group learning, cooperative activities are where
group members are dependent on others to achieve solutions. There is no division of tasks in
cooperative learning; instead, group members rely on the knowledge of others to further their
own understanding.

Scaffolding in instruction is when a teacher supports students throughout the learning process. The
instructor gradually introduces new ideas, building on each prior step and knowledge. As students
learn new skills, they are able to master the task by tackling each section at a time. This allows
them to acquire new skills using only temporary supports.

Scaffolding is beneficial because it promotes a positive learning environment. Students feel

supported; they are able to ask questions, encourage their classmates, and offer their opinion on the
activity. The instructor adopts more of a facilitator role – they guide the students through their
learning journey. This encourages students to become more responsible for their own learning, and,
in turn, they create their own goals and monitor their own levels of engagement.

Any task or activity with multiple steps could greatly benefit from scaffolding put in place.
Learning strategies are highly dependent on the calculated support implemented by the instructor.
Some teachers find that they naturally incorporate supports into their lessons, while others need to
make a more conscious decision to do so. However, even with scaffolding in place, some students
may never be able to achieve a specific task on their own.

This brings us to the topic of scaffolding and learning disabilities. Some students may engage in the
task, and with supports, are able to complete the activity. Just because they are able to do the
motions of the task does not mean that they are making the connection to the underlying idea. It is
important that instructors closely monitor their students to ensure that they understand the
reasoning behind each section. Teachers could have the students attempt to perform the activity on
their own to see if learning has taken place.

How Do I Scaffold Instruction?

There are many ways to scaffold learning. Teachers may utilize different techniques based on the
needs of their students or the type of task at hand. One way is not better than another, and each
instructor will need to assess each situation as it comes. They will also need to reflect on their prior
experiences and the support required for each student before committing to one strategy.

However, each scaffolding strategy does consist of two important elements:

 Modeling: Teachers demonstrate the task by modeling each step required. Students may
need many opportunities in order to understand how each step is done. Repetition is critical
to learning, which is why it is important that the students can witness the teacher modeling
many times. Understanding the importance of each step is also critical to student success in
the task.
  Practice: The teacher allows the students to work with him or herself in order to practice the
task. Working with the teacher or in collaboration with others allows them the opportunity to
be successful in their learning.

The following table outlines an example of teaching both with and without scaffolding in place.
While we generally discuss the idea of scaffolding in the traditional classroom, scaffolding is also
implemented in everyday life. The example below demonstrates the scaffolding put in place by the
parent, not the educator. You can see that both practice and modeling were key components in the
example that used scaffolding.

Teaching without scaffolding Teaching with scaffolding

I taught my son how to ride his bike by first sitting
on the bike to demonstrate how to ride it. Then, I had
him try with training wheels to practice the
I taught my son how to ride his bike by first
movement required. I gradually lifted the training
explaining how to put his feet on the pedals and
wheels to allow him to practice without falling.
move them in a circular motion. Then, I gave him a
Finally, I removed the training wheels when he was
push and had him try himself.
ready to try independently. I ensured that he was
ready by holding onto the seat and walking alongside
him as he rode.
It is possible to implement elements of scaffolding throughout the entire learning journey. The
following ideas are ways that educators can incorporate scaffolding in the classroom itself.

 Offer a welcoming environment. Students who feel safe and supported in class are more
likely to take risks in their learning. Mistakes should be viewed as opportunities to learn and
to try again without fear of shame by others.
 Reflect on the entry-level of knowledge of students – if the content is too challenging,
the students may lose interest. If the content is not challenging enough, they will be easily
bored.
 Co-create learning goals with the students. If the students feel like they have a say in their
learning, they will be much more motivated to follow through.
 Develop activities that directly correlate with the instructional goals. This will help
students see the relevance and the importance of the task.
 Create a positive rapport with students. Encourage them and make positive comments
about their work.
 Ask them questions. Help them focus by offering redirection or subtle suggestions to
achieve their goals.
 Use various strategies to assist students throughout a learning activity, for example,
diagrams, graphics, sentence prompts, questioning, relevant stories, or other forms of visual
models.
 Offer feedback. Have students summarize their own understanding and compare it to their
own learning goals. What do they still have to work on? See also: Formative and Summative
Assessment
  Build independence by encouraging students to apply their knowledge to new contexts.
Application builds understanding, which will help ease students from the supports.

See also: Theory of Multiple Intelligences – Gardner

Scaffolding Strategies To Use With Your Students

There are also many ways to incorporate scaffolding directly into everyday teaching:

1. Show and Tell – the instructor models a problem while sharing the solutions. Alternatively,
some students could demonstrate an example of a task and show the other students how to do
it. Talking through an activity like this is called the “show and tell” method.
2. Leverage Prior Knowledge – tasks should relate to everyday experiences. Students who are
able to make connections between the information and their own lives can brainstorm
possible problem-solving skills that may assist them with the activity.
3. Talk Time – explaining concepts to another solidifies understanding. Having the students
discuss new ideas out loud not only helps identify possible misconceptions but also promotes
better recollection. Students can chat in small groups or with the instructor.
4. Pre-Teach Vocabulary – review complex words before covering a difficult text. If students
are able to visualize challenging words, there is a much higher likelihood that they will
understand the topic. They can make connections to the words in other settings and can
therefore focus on learning the concept itself.
5. Use Visuals – use graphic organizers to help your students visualize how information is
connected. Venn diagrams and tables that offer comparison are both good examples of
strategies to utilize in class.
6. Practice Pausing – reflect often on the information taught. Some courses cover a lot of
concepts in a short period of time, so it is critical to review and summarize important
information with the students. Observe the class; do they understand what you are talking
about? One technique to implement is to “pause, ask questions, pause, and review.” Plan
possible questions to ask the students ahead of the lesson, and give them time to reflect on
their answers.
7. Describe Concepts – utilize oral skills. Graphic organizers help not only the instructor better
describe the concept but also assist the students in communicating their own understanding.
Everyone can verbally share their knowledge by referencing a visual aid.
8. Promote Success – outline goals ahead of time. If both the students and the instructor have
an idea of where they are going in the learning journey, they will have a greater chance at
maintaining focus. New tasks should also build on prior knowledge in order to motivate
students.