Constructivist Theories in learning have helped me realize the power that the learners have in influencing their own learning. This has encouraged me to shift into a learner-centered approach. Below are some of my realizations about how we learn and how I could apply principles from this theory.
Learning has to be something that could be readily perceived by the learners. It should not be abstract nor vague. Learning should be real. I should strive to allow students to be actively engaged and involved in creating ideas and formulating meaningful generalizations and realizations instead of spoon-feeding everything. Information should make sense instead of mere familiarization with words which are void of experiences and predispositions. They should see knowledge’s value as something that they could use or apply in their own lives. In order to do this, I should take time to know them better and encourage communication to identify areas where lessons would be relevant to them.
Objective learning is not possible. Subjectivity is not something that I should shy away from as an educator. I realized that these are foundations in building new knowledge through the process of assimilation and accommodation. I have to understand what their existing perception for a particular concept is by asking guide questions through tests, recitations, and other modes of self-reflections. And then basing on their concept maps or existing schemas, I could help them integrate similar concepts or restructure to fit new knowledge. Conclusions should still be created by the students through activities, experiences, and guide questions.
I also realized the value of language. Because it is the foundation of knowledge, I should use age-appropriate terminologies and explain in the most comprehensive way possible to avoid misunderstandings.
Exposure to more knowledgeable others should also be encouraged. This does not only refer to the educator but could also apply to parents, peers, younger ones, technology (e.g. influencers, tutors, experts), and other support for learning. Activities which involve interaction and involvement would be beneficial. I should tap whatever expert support is available to my students to maximize their learning experience.
Just as buildings take time to be constructed, so does learning. I should not expect students to grasp everything at once but should be patient in building their knowledge and skills.
Finally, I could strive to be constructive by not only providing intellectual but also moral and emotional support to shape student learning in a meaningful and wholesome way.
Hinuha 