Constructivist Learning
What is constructivist learning?
Constructivist learning is the process of connecting students’ background knowledge and conceptions with new experiences and understandings. Through this connection, students construct meaning in both the subject matter and their lives. We believe that students do not come to school as empty vessels waiting to be filled with information. Every day they are shaped by their environment. Ideas are formed and knowledge is gained. In turn, this influences their thoughts and actions. By learning in a constructivist manner, students realize that school is not just about getting good grades in order to find a job in the future. Constructivism is an opportunity for students to see learning as a natural part of their life.
Constructivist learning allows students to either justify or change their previous understandings about the world around them and their self-identity (IBO, 2009a, p.7).
Traditionally, a school has been a place where learning occurs when students are given direct instruction by a teacher. They learn the information given to them and are later tested in some manner to measure their ability. The information is at the same level for all students and work is often expected to be completed in an identical structure and pace. This approach works for some students, but much of the content is passively learnt and doesn’t necessarily consider the ability and interest of all involved. At any age, students are at different stages of development. Therefore, all teaching instruction should have the intention making each student feel as though they are at the centre of their own learning.
What makes constructivist learning effective?
Every day, when we take in something new, we judge and appraise. We try to work out how this new information or situation will relate and fit with our current values. We then make adjustments to accept this change. This approach has been found lacking in traditional education. Instead, students are expected to learn and accept information without question. This goes against our natural curiosity of finding out more about something. At school, we want each student to be conscious of their natural thought process and to use it when learning complex information. Anybody can be given information, memorize it and then demonstrate recall. However, the information becomes merely a source of knowledge that may have little use for students.
The process of learning is more important than any test result. Being able to show the correct answer should be the consequence of evaluating and understanding. The thinking skills they will be aware of and develop will equip them with the ability to become “lifelong learners” (IBO, 2009a, p.12). In the Primary Years Programme (PYP) this ability is defined as ‘international mindedness’. These are embodied in the International Baccalaureate’s learner profile and can be explored further at: https://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-profile-en.pdf
We believe that the skills gained from constructivist learning are essential tools that students will need to become citizens in a diverse and ever-changing world.
How do you make a connection between students and the learning and teaching programme?
In the PYP, teaching and learning is flexible. Units of work are established with a central idea and lines of inquiry to help guide students in their learning processes. Establishing background knowledge is important as it allows adjustments to be made to ensure all teaching and learning caters to students’ needs. In many cases a pre-test will be administered so that teachers can uncover students’ understandings and questions. Engaging experiences can then be constructed to cater for each student.