"Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)."  Lev Vygotsky (1978: 57)

 

Constructivism is a learning theory that affirms that learning and knowledge are constructed by the individual. Learners are actively engaged in the learning process and they are motivated by intrinsic factors.

 

KEYWORDS: active learning, learner's background/experience, social, collaboration, student-centered objectives, intrinsic motivation, scaffolding, Zone of Proximal Development

 

STRENGTHS:

• learner takes active role in learning process

• learner uses prior experiences/background/knowledge as foundation to build on

• learner is intrinsically motivated to learn, so learning may stick more

• collaborative approach to learning

• flexible approach

• employ scaffolding strategies to support learners and promote safe learning environment

 

WEAKNESSES:

• potential lack of structure

• potential for some students to excel, others to fall behind

• potential for student frustration at inability to connect prior background and new learning

 

APPLICATION for Teaching & Learning:

• teachers viewed as facilitators, guides, coaches

• create opportunities for collaboration- group discussions, group projects

• utilize simulations, role plays, scenarios

• give students opportunities to discover/create knowledge 

 

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​​PERSONAL EXPERIENCE:

A few years ago I attended an organizational development workshop that was offered by my company. Throughout the two days I often felt completely overwhelmed, out of my element, and lacking the necessary information to succeed. As I have reflected on that experience, I now understand the facilitators purposefully conducted the workshop in that manner so that the participants would have to draw from their own knowledge and background and apply that to the scenarios we were engaged in. The facilitators shared about a concept and then let us discuss and learn from our peers in groups, then interact with the other groups in realistic simulations. I didn’t know it then, but this was a great example of Constructivism on display.

 

The facilitators, and in some instances my peers themselves, served as the “more knowledgeable others”, helping me to apply new concepts to new situations. The skills in one of the many Zones of Proximal Development that learners had almost achieved, but needed additional guidance from facilitators and peers, was demonstrating how to appropriately resolve a conflict between team members. Learners needed to think and speak with sensitivity and empathy, but many lacked the adequate techniques and language. (I wrote Zones because I believe there was one ZPD per high-level concept taught in the workshop- ie. conflict resolution, effective leadership, emotional intelligence, delivering criticism)

 

One scaffolding strategy that the facilitators used that was helpful was called “quick questions”. Instead of giving us all the answers and outcomes, they would pose quick questions to learners individually and to entire groups that would force us to actively draw on our previous knowledge and experience and predict what might happen next. Then the facilitators would correct or affirm our responses by revealing the rest of the lesson. As the workshop went on, the frequency of these “quick question” sessions decreased as we began asking the questions of ourselves before drawing our conclusions.

 

There were several social constructivist strategies employed during the workshop. There was small group work to process and reflect on the learning material together. Then, each group worked collaboratively to assign roles to each member and then practice the main workshop techniques in large group scenarios. After a large group scenario ended, the groups reflected on what went well, what lessons were learned, and what could be changed in the future if this situation arose again.

 

CITATION:

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.