Constructivist Learning Theory, Teaching, and Learning

Patti Saraniero states, “Constructivist learning theory is built on the work of psychologist Jean Piaget, who believed that children build their own meanings through play and their experiences” (Saraniero, n.d.). People learn best when they build their own artifact or something they can share with others (Lareate Education, 2015e). The relationship between these theories, instructional strategies, and technology tools is that the learning is structured with strategies and the tools to support the experiences. The classroom environment should be learner-centered where knowledge and the creation of knowledge is interactive, tasks should be authentic, learning is relevant & meaningful, and learners questions are valued (Teacher toolbox).

Here are a list of some instructional strategies;

• Create real world environments that employ the context in which learning is relevant (Brooks and Brooks, 1999)
• Focus on realistic approaches to solving real-world problems;
• The instructor is a coach and analyzer of the strategies used to solve these problems;
• Scaffolding learners activities;
• Stress conceptual interrelatedness, providing multiple representations or perspectives on the content;
• Require students to apply, use, or process the information;
• Use group work (collaboration) requiring students to discuss the material, so that peer checking and teaching takes place.
• Instructional goals and objectives should be negotiated and not imposed; (Martin-Stanley & Martin-Stanley, 2007)
• Assessment and Evaluation take many forms. It should serve as a self-analysis tool in which learners self reflect about the learning experience (Saraniero, n.d.).

Another strategy is to use project-based learning to support constructivist learning. Great teachers will foster ways to give students a relevant reason to learn skills and then let them show they have learned the skills by what they could do, which could include an artifact or project (Johnson, 2013). This is a primary focus of my assignments in my art classroom. Problem solving also helps learners gain a clearer understanding of lesson concepts (Pitler, Hubbell, & Kuhn, 2012).

Technology helps to support these strategies and to foster the learning experiences. Technology offers flexibility and adaptability, learners of constructivist theories have altered and been empowered through the use of technology (Ford & Lott, n.d.).  Some examples of technology to support the constructivist theory include; 

• Graphic organizers to help students with scaffolding to attain higher levels of understanding (2012).
• Video-based scenarios to pose problems and help/support student problem solving.
• Simulations to allow for exploration and to test hypotheses.
• Multimedia products to illustrate and report learning
• Internet research
• Instructional games

The strategies I use currently would include collaboration, allowing students to work together and problem solve, create learner-centered environment where I am a facilitator, and create authentic, relevant tasks that are meaningful. Some of the technology I use on a daily basis would include; graphic organizing apps such as Explain Everything to help students to create and share projects, Adobe Photoshop to edit, NearPod as a formative assessment tool, and manipulate images, Google Docs to create student portfolios. In relationship to the ISTE Standards as a teacher, I design and develop digital age learning experiences and assessments  and model this digital learning along with the students (ISTE, 2008). The ISTE Standards that I address in regards to the students would include;

• Standards 1: creativity & innovation, 
• Standards 2: communication & collaboration
• Standards 3: research & information fluency
• Standards 4: critical thinking, problem solving, and decision making (ISTE, 2016).

Applications that I found in my research for this module could include incorporating these strategies. I use scaffolding with my drawing units as we build upon previous skills from project to project and even class to class allowing student to make relevant connections to why we did what we did. Other applications that I found are giving multiple prospectives on the content of the lesson to meet the needs of diverse learners. How I might go about integrate these sources into my GH would be allowing the students to problem solve with the support of the technology. An example of this might be in the construction of something in one of my sculpture classes. At times there is no one right way to build something. Through research and even trial and error my students will be constructing an understanding of different ways to go about this “construction” through their experiences. 

Edward Jadallah states, “Constructivist teaching and learning involve students in experiences in which they construct conceptual understanding through process of exploring, analyzing, and evaluating factual examples” (Jadallh, 2000).

Brooks, M. & Brooks, J. G. (1999). Retrieved from: http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx

Teachers toolbox. Retrieved from: http://www.teacherstoolbox.co.uk/Constructivist_Teaching_Strategies.htm

Ford, K. & Lott, L. (n.d.). Retrieved from: https://sites.google.com/a/boisestate.edu/edtechtheories/the-impact-of-technology-on-constructivist-pedagogies-1

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Jadallah, E. (2000). Constructive Learning Experiences for Social Studies Education. Retrieved from: http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=223bd821-b148-4947-8a6f-fca9f4b8f489%40sessionmgr4008&vid=6&hid=4210

Johnson, B. (2013). Great Teachers Don’t Teach. Retrieved from: https://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson

Martin-Stanley, B. & Martin-Stanley, C. (2007). Constructivism and Technology: Strategies for Increasing Student Learning Outcomes. Retrieved from: http://www.nssa.us/journals/2007-29-1/2007-29-1-15.htm

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Saraniero, P. (n.d.) Constructivism: Actively Building Arts Education

A brief introduction to constructivism and how arts educators can utilize it effectively. Retrieved from: https://artsedge.kennedy-center.org/educators/how-to/from-theory-to-practice/constructivism