Constructivism

Constructivism is a theory which posits that we all make or construct our own learning. We use our own experiences to make sense of what we are learning, so each of our learning journeys is unique to us. And all of our learning builds upon what we have already learnt.

Constructivists argue that we need to understand or at least know about the context of our students so that we can see the experiences that shape their learning and modify our teaching accordingly.

There are two main types of constructivism:

Cognitive

Following the initial teachings of Piaget, this is an approach in which teaching is guided by the student’s level of cognitive development. Students learn material and then use their own experiences to make sense of their learning.

Social

Following the initial teachings of Vygotsky, this is an approach which emphasises the significance of social collaboration. It is closely linked to cognitive constructivism but with the added relevance of peer and social interaction in the learning process.

Theories 

Learning is an active process, and we learn about lots of things at the same time. A question about how to calculate the angles in a triangle is asking us to learn about angles, shapes and calculation techniques. Learning is also contextual. We contextualise what we have learnt by relating concepts to our lives and experiences. So, sensory experiences are also crucial – according to constructivists sitting and absorbing a lecture does not work. In order to learn, a student must engage in conversation, question and active creativity. They should help each other learn by questioning, explaining and helping

Constructivism is very much child-centred, so an educator guides the student to learn skills and a body of knowledge. Through hearing language and concepts, the students absorb the linguistic capability, then through discussion, options, problem solving, they become more autonomous learners. They are not simply regurgitating the knowledge that has been passed onto them.

In order to create a teaching environment in which students feel empowered to question, to ask questions and to oppose or support ideas, constructivist educators will have to be aware of the individual needs of their students and will also have to create a teaching atmosphere in which critique is encouraged. This of course can take time, but constructivists see it as crucial to learning.

Constructivism is a method of educating which asks students who have been given knowledge to investigate, question, imagine, hypothesise, and invent in order to develop their understanding and apply it to wider or more sophisticated concepts.

Application to tutoring

The core principle with constructivism is that learning is a shared experience. Students are encouraged to discuss, question and challenge what they are looking at or watching and this can be introduced at a very early age. Constructivists would see themselves as guides or facilitators, rather than autocratic dispensers of knowledge and part of this would be presenting themselves as people who are still learning.

Constructivists know that students, who can become the tutor and educate the educator is a very powerful experience. As a 1:1 tutor a constructivist would use this method often; asking the student to teach them to facilitate deeper learning.

Thematic application

Intelligence/mindset

This approach in its purest form is predicated on the belief that learners construct their knowledge, rather than receive it from an educator therefore, it encourages a mindset which sees the potential for improvement. Piaget (see later in the course) who is regarded as one of the most influential constructivist thinkers, believed that children are autonomous learners.

Discovery/instruction

Constructivism is based on discovery learning. Learners may have different learning needs according to their cognitive development as well as their age. The instruction becomes the conditions that the educator can create to facilitate this leaning.

Active/Passive Learning:

Constructivism is active learning. The learner has to actively engage, think and make connections within their minds.

Atomisation/application

An approach which is child-centred and focused on the learning process as well as the approach will tend to be atomised, with learners building up blocks of knowledge. Once these blocks are built in the learner’s mind, they are expected to be able to apply them to other similar patterns and begin to problem solve and find creative solutions.