THE

CONSTRUCTIVIST
APPROACH
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INTRODUCTION
The constructivist approach views learning
as a process of constructing meaning which is
greatly influenced by the learners accumulated
experiences and understandings. It is likewise
viewed as a social process in which learners
construct meaning through the “interaction of
prior knowledge and new learning events.” As
an active process the learner continuously
revise past learnings and “reconstruct”
concepts as they interact daily with the
environment
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ROLE OF THE TEACHER

From the constructivist perspective, teaching
is not considered as merely transmitting
knowledge and information (facts, concepts,
principles) to students but rather as providing
students with relevant experiences from which
they can construct their own meaning. The
teacher therefore acts as a facilitator providing
opportunities for a stimulating dialogue so that
meaning could evolve and be constructed. Her
repertoire of instructional materials include
learning activities and events rather than fixed
documents (law, principles) that almost always
are learned unquestioned and simply recalled.
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TEACHING STRATEGIES

1. In introducing a lesson, find connection with the

previous one through a review or a recount of
observations done on a past learning activity.
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TEACHING STRATEGIES

“
2. Reflection is an important activity wherein the learner
recaptures an experience, thinks about it and evaluates
it. Through an analysis of experiences, new
understandings and insights are gained. After a learning
activity, the teacher must allow time for reflection. Only
then will the experience gained be useful in arriving at
new interpretation and conclusions.
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TEACHING STRATEGIES

3. Plan learning activities that will develop

critical thinking skills, creativity and
innovativeness such as performing own
experiments and in-depth investigations.
Research activities likewise promote the search
for new information based on prior knowledge.
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TEACHING STRATEGIES

4. Since construction and reconstruction of meanings is

an active and uniquely individual process, students
must be encouraged to work independently. They must
allowed to test their own ideas. Self-discovered
information create more meaningful concepts.
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