CHAPTER 3 CONSTRUCTIVIST TEACHING: INTERACTIVE, COLLABORATIVE, INTEGRATIVE, AND INQUIRY-BASED

CHAPTER 3
CONSTRUCTIVIST TEACHING: INTERACTIVE, COLLABORATIVE, INTEGRATIVE, AND INQUIRY-BASED

Constructivist teaching is based on constructivist learning theory. “Constructivist learning theory meaning is seen as a cognitive activity that produces mental models that represent perceptions of reality”. Generally, CLT aims to identify how to implement learning processes in the classroom, and how knowledge is constructed (Butler and Griffin, 2010). Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge. The features of Constructivist Teaching are 1.) Authentic activities and real-world environments 2.) Multiple Perspectives 3.) Holistic, Integrative 4.) Self-directed learners and 5.) Meaningful Learning. Constructivist teaching involves different approaches such as, interactive, collaborative, integrative and inquiry-based method wherein in every approach the teacher has it’s vital task. Interactive teaching is a two way process, first, we have the teacher, second, are the other learner I'm the class. Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. Integrative learning is putting together separate discipline to make whole .This affirms the “boundarylessness” of disciplines. There is no demarcation lines among disciplines taught. And Inquiry-based is focused on inquiry or question. It espouses investigation, exploration, search, quest, research, pursuit, and study.It helps students 'learn how to learn' through observation, reason, critical thinking, and the ability to justify or question knowledge. This course also allow learners to understand that inquiry-based learning helps students learn more by asking questions and doing investigations in order to learn, with the teacher acting more as a consultant

Constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences. The teacher's role is to prompt and facilitate discussion. Thus, the teacher's main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject. Constructivist learning theory says that all knowledge is constructed from a base of prior knowledge. Students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas.


I can apply this teaching by helping students to build their knowledge and to control the existence of students during the learning process in the classroom. Moreover, the Association for Constructivist Teaching (ACT, 2007) states that the social constructivist teacher is one who values learner reflection and cognitive conflict and encourages peer interaction. According to Kompf (1996, p. 173), “constructivist teachers allow student responses to drive lessons, shift instructional strategies, and alter content”. The idea of the limited role of the teacher is that this encourages students to engage in collaborative learning. In contrast, the teacher in collaborative learning classroom is a facilitator provides opportunities for collaborative work and problem solving. The teacher concentrates on students’ learning rather than on teacher performance. Teacher plays the controller role with students and as a facilitator to transfer the information to students.

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