Focus on learning theories: Constructivism
Constructivism is a well-established learning theory that informs a lot of teaching practice in the EFL/ESL classroom. In this post, we explore, what it is, what it means for you and your students and practical ways to take a more 'constructivist' teaching approach.
Emma Hamilton
10/30/20243 min read
What is it?
The Constructivism Learning Theory was birthed in the field of psychology and is a teaching approach that is based on the belief that humans construct meaning based on their life experiences.
In this theory, learning is seen as a dynamic process, instead of a static, predetermined fact - constructed by learners as their experiences progress and evolve. It is also active - learning does not occur without input from the learner, but rather students must actively be involved in the meaning making.
The theory places a lot of emphasis on learning being authentic and grounded in real life, as opposed to arbitrary, decontextualised teaching.
In Constructivism, the teacher’s role is to act as a guide - they should encourage discussion, debate, questioning, evaluation, exploration and reflection and allow students the autonomy to learn through collaboration and exploration. There is no hierarchy - the teachers are there to facilitate learning, rather than ‘impart wisdom’ to their students.
A lot of value is placed on the social aspect of learning in Constructivism. It is understood that learning is something which occurs when we interact with others: be that teachers, classmates, friends, family or colleagues. Learning does not occur in isolation.
Learning is seen as something which takes place in learners’ minds, and is not limited to the input they receive in the classroom. It is recognised that all kinds of learning are taking place all of the time in the learners’ lives and that they bring this to the classroom as well. Learning to learn is just as important as learning the content itself.
In summary, a class that is built upon constructivist principles is a class which:
Sees the teacher as a ‘guide on the side’, not a ‘sage on the stage’
Places students in the centre
Is designed to be intrinsically motivating
Promotes debate, discussion and interaction
Values peer learning and peer review
Actively encourages interaction and engagement
Avoids decontextualised input
Encourages students to work collaboratively on tasks
Uses authentic materials and real-world activities
Has a task-based approach to activities, where students are required to communicate and work together to collectively construct meaning
Encourages students to reflect on their prior experiences, opinions and learning journeys
What does this look like in practice?
Read the scenario below and decide which option reflects a constructivist approach to teaching.
Scenario 1
You are an ESOL teacher teaching a lesson about job interviews to B1 adult learners.
Option A:
Learners work in pairs to research online the kinds of jobs they would like to apply for. They must find a job advert that they would want to apply for in real life, as well as the job descriptions and person specifications.
In pairs, they prepare a list of potential questions they might be asked for this job.
As a class, learners brainstorm useful language to use in a job interview.
Learners listen to a recorded job interview and discuss what the candidate did well and what they could have improved.
Students work individually to come up with answers for the question they have preempted.
In pairs, students role play interviewing one another.
Write a brief reflection on what aspects of the lesson they are going to use outside of the class.
Option B:
Listen to a recording of a job interview and complete a fill-in-the-blank listening activity.
Translate a list of commonly used words in job interviews.
Match up parts of sentences which would commonly be used in interviews.
Role play a job interview in pairs which the teacher provides feedback on.
Read the second scenario below and consider ways that you could take a more constructivist approach to teaching this lesson.
Scenario 2
You are teaching an EFL summer programme to a monolingual group of teenagers. The topic of the lesson is AI and ethics.
Listen to a recording of an interview about AI by a professor at a university.
Answer comprehension questions based on the interview.
Discuss in pairs whether you think students should be allowed to use AI in their essays.
Write a summary of your opinion.
Constructivism is a well-established learning theory that informs a lot of current teaching practice. Consider whether your classroom reflects these principles, and if not, how you could take a more constructivist approach to your teaching.