1 One of many learning theories is Constructivism.

Constructivism states that knowledge is constructed based on personal experiences and hypotheses of the environment (Constructivism | Learning Theories, n.d.). Constructivism, founded in Cognitivism, is not objectivistic, but subjective, neither is it a new theory. Historians credit Jean Piaget, Lev Vygotsky, and John with its development (Learning Theory, n.d.). Other known proponents of Constructivism are Maria Montessori (ltanr, 2012), Jerome Bruner (Constructivist Theory, n.d.) and Howard Gardner(Gardner, 1993). According to Barab and Duffy in chapter two of Theoretical Foundations of Learning Environments (2012), Constructivism is similar to the Situativity perspective in that knowledge is situated through experience (p. 29). Doing, not observing, is the key to learning in both. According to Barab and Duffy, there are four primary principles for learning under these theories: (a) knowing about refers to an activity not a thing; (b) knowing about is always contextualized not abstract; (c) knowing about is reciprocally constructed within the individual environment interaction not objectively defined or subjectively created; and (d) knowing about is a functional stance on the interaction not a truth. (p. 32) Similarly, Cooperstein and Kocevar-Weidinger (2004) give four principles: learners construct their own meaning; new learning builds on prior knowledge; learning is enhanced by social interaction; and learning develops through authentic tasks. These principles make up the basis of the Constructivism learning theory.

As a teacher of Spanish, I find the word knowing in these definitions awkward. English uses only one word to describe knowing and it is difficult to distinguish between knowing facts and information versus knowing something personally. Spanish alternatively has two distinct verbs to

2 define knowing: saber and conocer. Saber relates to the word sage, meaning wise, knowledgeable, or knowing about something or someone. Conocer reflects the idea of consciousness and personal familiarity or first-hand experience with a person, place, thing, or idea. An example of Constructivism could apply to the Spanish language classroom when learning about food. Students may know that foods from Spain and Mexico are because they have read about it, but they have never eaten any authentic Spanish foods. They have the information, but not the personal experience. By creating a cooking activity allowing students to prepare both authentic Mexican and Spanish dishes, they gain first-hand knowledge of these differences. This lesson can be planned using the Learning Cycle model by Gagnon and Collay (Gagnon & Collay, 1996). This model has six elements: (1) situation, (2) groupings, (3) bridge, (4) questions, (5) exhibit, and (6) reflections. First, small groups of students would find authentic recipes and plan a cooking demonstration. Next, they would collect the materials for the demonstration. Then they would develop a dialogue in Spanish using known vocabulary. Fourth, they would look up any unknown vocabulary. Next, they would demonstrate the preparation of their selections. Finally, they would discuss the differences between the foods and reflect on their experiences. Student knowledge has thus gone from saber knowing (facts and information) to conocer knowing (personal interaction).

The Constructivism learning theory is more subjective than objective. It espouses that learners acquire knowledge through personal interactions built upon previous knowledge when participating in authentic tasks in a genuine social setting. Using a Learning Cycle model to plan lessons encourages students to be involved in constructing their own knowledge and effectively employs the four Constructivism learning theory principles.

3 References Constructivism | Learning Theories. (n.d.). Retrieved September 24, 2013, from http://www.learning-theories.com/constructivism.html Constructivist Theory. (n.d.). Retrieved September 24, 2013, from http://www.instructionaldesign.org/theories/constructivist.html Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: a constructivist approach to learning. Reference Services Review, 32(2), 141148. doi:10.1108/00907320410537658 Gagnon, G. W., Jr., & Collay, M. (1996, June 17). Constructivist Learning Design Paper. Retrieved September 26, 2013, from http://www.prainbow.com/cld/cldp.html Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. Theoretical foundations of learning environments. (2012) (2nd ed.). New York: Routledge. ltanr, E. (2012). An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori. International journal of instructional technology and distance learning, 5(2), 195212.