As described by Tway (2003)
- Knowledge is constructed from experience by learners.
- Learning is a personal interpretation of the world.
- Learning is an active process in which meaning develops on the basis of experience.
- Conceptual growth comes from sharing multiple perspectives and changing our internal representations through collaborative learning.
- Realistic settings that contain integrated assessments should be used for learning.
Educators can help learners acquire expertise through the constructivist method of cognitive apprenticeship. Teachers can help students by using the principles of modeling, scaffolding and coaching. The target of cognitive apprenticeship principles is “to empower students to accomplish the tasks independently” (Ding, 2008, p.6)
Opportunities for learners to exchange feedback regarding each others' work contribute to the knowledge being constructed by the group. “The circulation of knowledge and information among peers serves as a condition for effective learning” (Ding, 2008, p.7). This exchange of feedback could be facilitated through a wiki or discussion board. For example, students may spend a class viewing short student created skits that demonstrate problematic social situations that they are likely to experience. Students can reflect upon the choices made by the characters in the skit and comment on the appropriateness of the choices through a class wiki or discussion board. This extended and asynchronous discussion can raise awareness of alternate choices that are available to students in similar social situations. In this manner, the group will be constructing knowledge of options available when handling certain social situations along with the possible consequences of each option.
pedagogical implications for the constructivist classroom:
- Be sensitive and attentive to the learner's previous constructions.
- Use cognitive conflict techniques to address student misconceptions.
- Approach topics in a variety of ways to maximize the opportunities for students to bridge the gap between the current discussion and their previously held conceptions.
- Be aware of the importance of goals for the learner.
- Be aware of the importance of social contexts. Appreciate that knowledge of different types occurs in a variety of social environments.
- Pose problems of emerging relevance to students. Starting with student interests increases motivation and student engagement.
- Seek and value students' points of view.
