Constructing Our Learning

Constructivism is a learning theory that has been around for a long time. Often credited to the likes of Lev Vygotsky (1896-1943), Jean Piaget (1896-1980), and John Dewey (1859-1952), Maria Montessori (1870-1952) developed a curriculum centered on the theory. If you are interested in a deep dive into Constructivism Theory, there are lots of great resources including this article from the Exploratorium (one of my favorite teaching/learning resources even though it is geared toward museum education), or this summary from Teachnology. 

Without the deep dive, here are some key takeaways from the Exploratorium article: 

What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;

1) We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught).

2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.

What are some guiding principles of constructivist thinking that we must keep in mind when we consider our role as educators? 

1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it....  Learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner's engaging with the world. 
2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning. 
3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands. 
4. Learning involves language: the language we use influences learning. 
5. Learning is a social activity: our learning is intimately associated with our connection with other human beings.
6. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. 
7. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. 
8. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. 
9. Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. 

Constructivist learning is the backbone of a maker ed classroom and it allows us to help students engage in the act of constructing their understanding and learning. Whether you incorporate making into ever lesson that you teach or encourage Genius Hours or Passion Projects, you are at the forefront of the important work to encourage, enable, and empower students to construct and create knowledge.