CONSTRUCTIVISM
DEFINITION
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world we live in. Each of us
generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences.
DISCUSSION
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood in
the context of wholes. Therefore, the learning process focuses on primary concepts, not
isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the “right” answers and regurgitate someone else’s meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
assessment part of the learning process, ensuring it provides students with information on
the quality of their learning.
HOW CONSTRUCTIVISM IMPACTS LEARNING
Curriculum–Constructivism calls for the elimination of a standardized curriculum. Instead, it
promotes using curricula customized to the students’ prior knowledge. Also, it emphasizes
hands-on problem solving.
Instruction–Under the theory of constructivism, educators focus on making connections
between facts and fostering new understanding in students. Instructors tailor their teaching
strategies to student responses and encourage students to analyze, interpret, and predict
information. Teachers also rely heavily on open-ended questions and promote extensive
dialogue among students.
Assessment–Constructivism calls for the elimination of grades and standardized testing.
Instead, assessment becomes part of the learning process so that students play a larger role
in judging their own progress.
JEAN PIAGET: COGNITIVE DEVELOPMENT IN THE CLASSROOM
Every experience and interaction has an impact on development in early childhood.
Some of his research led to the belief that every interaction establishes cognitive structure in children.
This is especially important in the classroom environment.
Jean Piaget’s theories impact learning in many different ways, but keeping in mind the curriculum you
are teaching, as well as how you are teaching it, directly applies to the essentials of child
development.
OBSERVATION AND EDUCATION
Jean Piaget developed his methods of understanding children by directly observing them while they
were working. Many of his thoughts have led to increased educational theory.
He also analyzed behavior.
“His particular insight was the role of maturation (simply growing up) in children’s increasing capacity
to understand their world: they cannot undertake certain tasks until they are psychologically mature
enough to do so.”
Jean Piaget made note of certain stages of development that allowed children to learn better.
“He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has
been taken to mean that before these ages children are not capable
STRUCTURED DEVELOPMENT
Jean Piaget’s theories of development centered on structure. The concept of structure introduced four
stages of development, according to Teacher Education:
1. Sensorimotor stage – 0-2 years: imitation, memory and thought begin to be utilized
2. Preoperational stage- 2-7 years: language development and recognizing symbolic form
3. Concrete operational stage- 7-11 years: able to solve hands-on problems logically
4. Formal operational stage- 11-15 years : able to solve abstract problems in a logical fashion
APPLYING JEAN PIAGET IN THE CLASSROOM
To apply Jean Piaget’s theories in the classroom, the University of Arkansas suggests these six steps
to structure preoperational development:
1. Use concrete props and visual aids whenever possible.
2. Make instructions relatively short, using actions as well as words.
3. Do not expect the students to consistently see the world from someone else’s point of view.
4. Be sensitive to the possibility that students may have different meanings for the same word or
different words for the same meaning. Students may also expect everyone to understand words they
have invented.
5. Give children a great deal of hands-on practice with the skills that serve as building blocks for more
complex skills like reading comprehension.
6. Provide a wide range of experiences in order to build a foundation for concept learning and
language.
LEARNING STYLES
DEFINITION
This approach to learning emphasizes the fact that individuals perceive and process
information in very different ways. The learning styles theory implies that how much
individuals learn has more to do with whether the educational experience is geared toward
their particular style of learning than whether or not they are “smart.” In fact, educators
should not ask, “Is this student smart?” but rather “How is this student smart?”
DISCUSSION
The concept of learning styles is rooted in the classification of psychological types. The
learning styles theory is based on research demonstrating that, as the result of heredity,
upbringing, and current environmental demands, different individuals have a tendency to
both perceive and process information differently. The different ways of doing so are
generally classified as:
1. Concrete and abstract perceivers–Concrete perceivers absorb information through direct
experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in
information through analysis, observation, and thinking.
2. Active and reflective processors–Active processors make sense of an experience by
immediately using the new information. Reflective processors make sense of an experience
by reflecting on and thinking about it.
Traditional schooling tends to favor abstract perceiving and reflective processing. Other kinds
of learning aren’t rewarded and reflected in curriculum, instruction, and assessment nearly as
much.
HOW THE LEARNING STYLES THEORY IMPACTS EDUCATION
Curriculum–Educators must place emphasis on intuition, feeling, sensing, and imagination, in
addition to the traditional skills of analysis, reason, and sequential problem solving.
Instruction–Teachers should design their instruction methods to connect with all four learning
styles, using various combinations of experience, reflection, conceptualization, and
experimentation. Instructors can introduce a wide variety of experiential elements into the
classroom, such as sound, music, visuals, movement, experience, and even talking.
Assessment–Teachers should employ a variety of assessment techniques, focusing on the
development of “whole brain” capacity and each of the different learning styles
LEARNING STYLES
DEFINITION
This approach to learning emphasizes the fact that individuals perceive and process
information in very different ways. The learning styles theory implies that how much
individuals learn has more to do with whether the educational experience is geared toward
their particular style of learning than whether or not they are “smart.” In fact, educators
should not ask, “Is this student smart?” but rather “How is this student smart?”
DISCUSSION
The concept of learning styles is rooted in the classification of psychological types. The
learning styles theory is based on research demonstrating that, as the result of heredity,
upbringing, and current environmental demands, different individuals have a tendency to
both perceive and process information differently. The different ways of doing so are
generally classified as:
1. Concrete and abstract perceivers–Concrete perceivers absorb information through direct
experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in
information through analysis, observation, and thinking.
2. Active and reflective processors–Active processors make sense of an experience by
immediately using the new information. Reflective processors make sense of an experience
by reflecting on and thinking about it.
Traditional schooling tends to favor abstract perceiving and reflective processing. Other kinds
of learning aren’t rewarded and reflected in curriculum, instruction, and assessment nearly as
much.
HOW THE LEARNING STYLES THEORY IMPACTS EDUCATION
Curriculum–Educators must place emphasis on intuition, feeling, sensing, and imagination, in
addition to the traditional skills of analysis, reason, and sequential problem solving.
Instruction–Teachers should design their instruction methods to connect with all four learning
styles, using various combinations of experience, reflection, conceptualization, and
experimentation. Instructors can introduce a wide variety of experiential elements into the
classroom, such as sound, music, visuals, movement, experience, and even talking.
Assessment–Teachers should employ a variety of assessment techniques, focusing on the
development of “whole brain” capacity and each of the different learning styles
Master 2 DID LIC LAC module : Psych-pedagogy
Psycho-pedagogy is a combination of two disciplines : psychology and pedagogy
Psychology is the study of the mind pedagogy is the art of teaching
Psychology is everywhere and it plays a very important role in our everyday lives.
When we combine the two disciplines, we are involved in the study of the psychological side of the
teaching/learning process.
In the teaching/learning process we have three elements: the learner, the teacher and the syllabus.
The learner is the focus of our attention
Example of the psychological aspect of the learning process: motivation, teacher’s commitment
Example of the psychological aspect of teaching process: attitude of teacher towards the learner,
Example of the psychological aspect of the Syllabus: learner’s feeling about the syllabus
The aim : to reach a high level in the teaching/learning process; get good results
The aim of science : provide people with theories what is a theory?
A theory is a general, scientific explanation of a phenomenon.
Only a theory can do this kind of job.
A theory has a higher level of understanding but cannot explain reality in its complete form
Unfortunately we do not have this general scientific explanation. Instead we have models
In the literature, the word “model” is used to imply a theory but it is not.
What are models: a model is an attempt to visualize some aspect of the reality. How ? by delimiting
the domain of the investigation.
A model cannot be a general explanation but it is very important in the development of a theory.
The development of many models is a positive sign in the development of science
Models restrict the domain of the research because the more you restrict the domain of the research
the more you are likely to find something scientific about it.
Even restricted , models may have gaps.
MULTIPLE INTELLIGENCES
DEFINITION
This theory of human intelligence, developed by psychologist Howard Gardner, suggests
there are at least seven ways that people have of perceiving and understanding the world.
Gardner labels each of these ways a distinct “intelligence”–in other words, a set of skills
allowing individuals to find and resolve genuine problems they face.
DISCUSSION
Gardner defines an “intelligence” as a group of abilities that:
Is somewhat autonomous from other human capacities
Has a core set of information-processing operations
Has a distinct history in the stages of development we each pass through
Has plausible roots in evolutionary history
While Gardner suggests his list of intelligences may not be exhaustive, he identifies the
following seven:
1. Verbal-Linguistic–The ability to use words and language
2. Logical-Mathematical–The capacity for inductive and deductive thinking and reasoning, as
well as the use of numbers and the recognition of abstract patterns
3. Visual-Spatial–The ability to visualize objects and spatial dimensions, and create internal
images and pictures
4. Body-Kinesthetic–The wisdom of the body and the ability to control physical motion
5. Musical-Rhythmic–The ability to recognize tonal patterns and sounds, as well as a sensitivity
to rhythms and beats
6. Interpersonal–The capacity for person-to-person communications and relationships
7. Intrapersonal–The spiritual, inner states of being, self-reflection, and awareness
HOW MULTIPLE INTELLIGENCES IMPACT LEARNING
Curriculum–Traditional schooling heavily favors the verbal-linguistic and logical-mathematical
intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-
awareness, communication, and physical education.
Instruction–Gardner advocates instructional methods that appeal to all the intelligences,
including role playing, musical performance, cooperative learning, reflection, visualization,
story telling, and so on.
MULTIPLE INTELLIGENCES
DEFINITION
This theory of human intelligence, developed by psychologist Howard Gardner, suggests
there are at least seven ways that people have of perceiving and understanding the world.
Gardner labels each of these ways a distinct “intelligence”–in other words, a set of skills
allowing individuals to find and resolve genuine problems they face.
DISCUSSION
Gardner defines an “intelligence” as a group of abilities that:
Is somewhat autonomous from other human capacities
Has a core set of information-processing operations
Has a distinct history in the stages of development we each pass through
Has plausible roots in evolutionary history
While Gardner suggests his list of intelligences may not be exhaustive, he identifies the
following seven:
1. Verbal-Linguistic–The ability to use words and language
2. Logical-Mathematical–The capacity for inductive and deductive thinking and reasoning, as
well as the use of numbers and the recognition of abstract patterns
3. Visual-Spatial–The ability to visualize objects and spatial dimensions, and create internal
images and pictures
4. Body-Kinesthetic–The wisdom of the body and the ability to control physical motion
5. Musical-Rhythmic–The ability to recognize tonal patterns and sounds, as well as a sensitivity
to rhythms and beats
6. Interpersonal–The capacity for person-to-person communications and relationships
7. Intrapersonal–The spiritual, inner states of being, self-reflection, and awareness
HOW MULTIPLE INTELLIGENCES IMPACT LEARNING
Curriculum–Traditional schooling heavily favors the verbal-linguistic and logical-mathematical
intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-
awareness, communication, and physical education.
Instruction–Gardner advocates instructional methods that appeal to all the intelligences,
including role playing, musical performance, cooperative learning, reflection, visualization,
story telling, and so on.
PIAGET
DEFINITION
Swiss biologist and psychologist Jean Piaget (1896-1980) is renowned for constructing a highly influential
model of child development and learning. Piaget’s theory is based on the idea that the developing child builds
cognitive structures–in other words, mental “maps,” schemes, or networked concepts for understanding and
responding to physical experiences within his or her environment. Piaget further attested that a child’s cognitive
structure increases in sophistication with development, moving from a few innate reflexes such as crying and
sucking to highly complex mental activities.
DISCUSSION
Piaget’s theory identifies four developmental stages and the processes by which children progress through them.
The four stages are:
Sensorimotor stage (birth – 2 years old) – The child, through physical interaction with his or her environment,
builds a set of concepts about reality and how it works. This is the stage where a child does not know that
physical objects remain in existence even when out of sight (object permanance).
Preoperational stage (ages 2-7) – The child is not yet able to conceptualize abstractly and needs concrete
physical situations.
Concrete operations (ages 7-11) – As physical experience accumulates, the child starts to conceptualize,
creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible
at this stage. For example, arithmetic equations can be solved with numbers, not just with objects.
Formal operations (beginning at ages 11-15) – By this point, the child’s cognitive structures are like those of an
adult and include conceptual reasoning.
Piaget outlined several principles for building cognitive structures. During all development stages, the child
experiences his or her environment using whatever mental maps he or she has constructed so far. If the
experience is a repeated one, it fits easily–or is assimilated–into the child’s cognitive structure so that he or she
maintains mental “equilibrium.” If the experience is different or new, the child loses equilibrium, and alters his
or her cognitive structure to accommodate the new conditions. This way, the child erects more and more
adequate cognitive structures.
HOW PIAGET’S THEORY IMPACTS LEARNING
Curriculum – Educators must plan a developmentally appropriate curriculum that enhances their students’
logical and conceptual growth.
Instruction – Teachers must emphasize the critical role that experiences–or interactions with the surrounding
environment–play in student learning. For example, instructors have to take into account the role that
fundamental concepts, such as the permanence of objects, play in establishing cognitive structures.
Psychology vs psychopedagogy
Psychology can be defined as the scientific study of the human mind and behavior . It is a discipline that
covers a wide range of sub-disciplines such as clinical psychology, the psychology of organizations, social
psychology, etc. Educational psychology is part of one of these branches that come out of psychology.
Educational psychology is responsible for the study of learning throughout human life. So the main
difference between psychology and educational psychology derives from the fact that, although
psychology has a broader vision that involves all aspects of human life, educational psychology pays
specific attention to the learning process .
What is Psychology?
For many years, humans have been so fascinated by the capabilities of the human mind that they created
a discipline known as psychology (initially the study of mind and behavior was done through philosophy).
In this sense, it can be defined as the scientific study of mental processes and the behavior of human
beings. The ability to examine the human mind and behavior in experimental conditions began with the
creation of the first laboratory in Germany in 1879 by Wilhelm Wundt , who was later considered to be the
father of psychology.
Now it has become a discipline with its own entity that has expanded much further and is not only able to
influence other disciplines, but also be influenced by them, which shows that it is continuously changing
and advancing in the academic field, as well as the scientific sphere. Psychology studies development,
personality, alterations, education, human social interactions and almost all aspects of human life .
When we learn about psychology, we also hear about schools of psychology. These refer to the different
approaches that have been used in the analysis and examination of human life in recent years. The
behaviorism, psychoanalysis , Gestalt and humanistic psychology are some of these schools of
psychology .
What is Educational Psychology?
Educational psychology studies specifically everything related to human learning.It explores a variety of
topics such as motivation , the memory , the intelligence, cognition, etc . Educational psychologists are
interested in studying the learning processes of individuals according to different configurations, in
different circumstances throughout their life cycle. They adopt cognitive and behavioral approaches in this
field. The theories that exist in educational psychology work come from different schools, such as
behaviorism, the psychology of Gestalt and humanistic psychology. Especially the behavioral theories of
classical conditioning brought by Ivan Pavlov and operant conditioning of Skinner are popular in
educational psychology for its application in real life and processes related to education.
What are the differences between Psychology and educational psychology?
In summary, psychology is mainly the study of mental processes and the behavior of human beings,
while educational psychology is the study of the human learning process.
This shows that educational psychology explores only the learning aspect of human life, while
psychology explores all human activities throughout the period of life, so psychology is a very generic
discipline and psycho-pedagogy is much more specific .
Educational psychologist and psychologist: differences and characteristics
One of the most common questions in psychological counseling is related to the doubts that parents face
when educating their children. The majority of these doubts do not require therapy but simply a
professional response that relieves parents' uncertainty. In these cases, we can see that many parents do
not know which professional to turn to if they have to see a psychologist, a pediatrician or an educational
psychologist.
The majority of parents normally go to the pediatrician by elimination;however, going to see a child
psychologist might be more meaningful. Others, however, go to school to ask for help and see that the
psychologist is more focused on the issues of child training and development. And, in the centers that rely
on professionals, we also see the figure of the psycho educationist.
Many people continue to confuse the work of a psychologist with that of an educational psychologist.It is
true that, in some respects, the line of work that separates the two professions is very fine, but we are still
talking about two very different jobs. These two disciplines come together even more in the academic
setting where they are used to working side by side, complementing each other and combining their
different skills to solve possible problems in teaching and learning processes.
Both disciplines study the human being and their ultimate goal is intervention; that is where the difficulties
that we encounter when differentiating them come from. Throughout this article,we will list the main
differences and similarities between these professions which have been so connected since their
beginnings. In fact, in the composition of the two words, we can find the same morpheme: "psycho".
The main difference between psychology and educational psychology lies in the fact that psychology has
a broader vision that involves all aspects of life, while educational psychology pays specific attention to the
learning process.
"We all know something, we do not know anything, that's why we're constantly learning, the purpose
of education is to show people how to learn for themselves." The other concept of education is
indoctrination. "
Professional skills in the different areas of work
The psychopedagogue acts on different points, such as orientation and psychopedagogical
intervention.Fields in which a set of knowledge, methodologies and theoretical principles are involved
which make it possible to carry out preventive, corrective or supportive actions, from multiple models,
areas and principles, thus addressing various contexts. -Noam Chomsky
Within the various areas of psychoeducational intervention, we find the orientation in the teaching-learning
process, which has focused its attention on the acquisition of techniques and strategies of learning and
the development of meta-cognitive strategies and motivation. In this approach of different profiles of
professions, we will try to clarify the differentiated norms and objectives of the various disciplines (Palacio,
López y Nieto, 2006).
Concerning theProfessional skills,the educational psychologist acts by preventing, detecting and dealing
with problems related to learning,regardless of the age of the affected person. In addition, he works with
educational programs and different techniques to facilitate the teaching process.
On the other hand, the psychologist is a professional who is moving towards a more global and, at the
same time, more specific knowledge of the person.His skills are very broad, even if we focus exclusively
on the educational field:he deals with the management of emotions and thoughts, up to the management
of interpersonal relations.
"Know all theories, master all the techniques, but when it touches a human soul, be hardly another
human soul.The meeting between two people is like the contact of two chemicals: if there is a reaction
both are transforming. "
-Carl Jung-
Main differences between the profile of a psychologist and that of a psychopedagogue
The professional profiles of these two disciplines have both common aspects and differences. More
concretely,the work of the psychopedagogue focuses on learning, the underlying processes and
behaviors.Nevertheless, there are exceptions with experts in this discipline who work in companies to
improve the quality of life of organizations and employees.
The work of the educational psychologist is also closely linked to integration,supporting children and
adolescents with difficulties and the follow-up of minors who live in homes full of stress.
One of the tasks addressed by the psychologist in this area is the detection of abnormal or conflicting
behaviorsin the small-es, by establishing the treatment and the standards to be followed for their
correction. In the event that this affects areas of the personality, one may also require the support of drugs
or a joint work with a psychiatrist.
In the school field, the main function of the educational psychologist is the intervention in the practice of
guidanceusing specific strategies to achieve concrete results. There are two basic models in
psychopedagogical intervention: the clinical model and the consultation model.
Psychologists, for their part, deal with a greater number of areas such as affectivity, the evolutionary
stages of human development, behavior, personality, vocation, work and social phenomena. On the other
hand,the psychopedagogue specializes, as we have seen, in the processes of learning a person
throughout his life.
If our problem is specific to the field of education, then it would be better to call upon the professional help
of a psycho-educationalist; on the other hand,if the problem extends to our psychological processes, it
would be more appropriate to resort to the figure of a psychologist.
Education has two goals: to educate faculties and educate sensibilities. If one is absent, the other
lacks meaning. "
-Rubem Alves-
