Challenges in a Constructivist Classroom:
An Experiential Perspective

N. Ramkumar
National Institute of Advanced Studies
DQEP, Indian Institute of Science Campus
Bangalore-560010
ramkumar_n@indiatimes.com

This paper is grounded in my Personal experience as a teacher. The focus of this paper is to highlight some of the challenges faced by a teacher in a constructivist classroom. The paper has been organized as follows

• Constructivist Approaches to Learning
• Constructivist Model for Curriculum Development
• Challenges in a Constructivist Classroom
  
  Conclusion

Constructivist Approaches to Learning

Constructivist Approaches to learning places the learner at the center of learning process. Wittrock (cited in Driver, 1988) summarizes the constructivist perspectives to learning as follows:

"The key feature in this view of learning is the idea of mental constructions or schemes. Such schemes are used by learners, whether babies or adults to interpret new situations. Furthermore, it is assumed that the learners actively construct these schemes. Learners do not simply absorb what they are told or what they read. From this perspective, learning involves the learner in bringing existing schemes or ways of thinking to bear on a situation in an attempt to understand it. What is learnt thus depends not only on the characteristics of the situations presented (Whether it be text in a book or physical phenomenon), but on the 'schemes the learner has available. In other words, learning process is an interaction between the mental 'schemes' of the learner and features in the learning environment. Moreover, since making sense of any new situations requires the learner to bring his/her schemes to bear on the new situations and assess their applicability; ultimately the learner is responsible for his or her own learning".

During constructivism students learn by doing rather than observing. Students bring prior knowledge into a learning situation in which they must critique and re-evaluate their understanding of it. This process of interpretation, articulation, and re-evaluation is repeated until they can demonstrate their comprehension of the subject. Constructivism often utilizes collaboration and peer criticism as a way of provoking students to reach a new level of understanding. Active practice is the key of any constructivist lesson. In order to relate Constructivist approaches to classroom practice a model has been provided below

Constructivist Model for Curriculum Development

In this model (derived from Driver, 1988), Instruction is seen as a continuous process involving the aspects such as planning, implementation and evaluation. These aspects are interrelated and interact with each other and constitute a 'whole'. Instruction guides the planning, implementation and assessment of learning strategies and materials. In turn planning, (R implementation and assessment procedures shape the instruction by facilitating the design of learning strategies and materials. Thus teacher preparing for a constructivist classroom constitutes the following components

Sl. No. Curricular Components Teacher Preparation

1. Decision on Content · Policy initiatives of Environmental Studies· Text books/ Resource books on Environmental Studies
2. Information on student ideas · Students prior ideas in a given topic area· Review of literature, & interactions with students
3. Perspectives on Learning Process · Constructivist view on learning· How children learn ?
4. Teacher's practical knowledge · About students, classrooms & school· Availability of resources
5. Implementation of Learning Strategies · Preferably through teacher-pupil and peer interactions.
6. Assessment of Pupils Ideas · Pupils notebooks, pupils diagram, Observation , Paper-pencil tests.
The very process of planning and Implementation of constructivist model in a classroom situation brings certain challenges to teachers.

Challenges in a Constructivist Classroom

These challenges have been classified into three

Challenges with respect to self
Challenges with respect to teaching
Challenges with respect to Children ideas Challenges with respect to self

These are the challenges which are related to individual self

Experiencing Discomforts

a) Unpleasant feeling generated within individuals
b) Individuals are under stress or anxious to perform
c) Individuals have problems relating themselves into new teaching strategies
d) Finds difficult to manage ones own feelings.

Fear of Failure

a) Fear associated with previous experiences
b) Fear is associated with a belief " I need to Perform efficiently and effectively every time"
c) Fear associated with Self Esteem "What my collegues and children think of me"

Challenges with respect to teaching

These are the challenges, which are related to process of teaching

Evolving teaching strategies
a) Tendency to attach to familiar teaching strategies
b) Need to relate to children ideas and Provide appropriate learning experiences

Self Reflection
a) Getting aware of ones own belief/ideas about teaching/children
b) Modifying ones own belief/ideas about teaching/children
An awareness of Principles of a Constructivist classroom can act as criteria for self-reflection

12 principals essential to constructivist teaching (adopted from Brooks)

Challenges with respect to Children ideas

Documenting Children ideas

a) Capturing Pupils ideas during action or once the action is completed
b) Using Pupils note books, tape recorder, still photographs, Observation notes to capture pupils ideas

Assessing Children Ideas

a)Encourage self assessment of children ideas
b)Multiple assessments through Paper-pencil test, Personal observation, Viva, Peer evaluation, Pupils diagrams etc.

Conclusion

Constructivist approaches to teaching and learning creates certain challenges for teachers. It is hoped that by getting aware of such challenges one is able to mange and bring autonomy in children learning.

References

Brooks J.G. and M.G ,A Case for Constructivist Classrooms, http://www.edwebproject.org/constructivism.basics.htm
Bullough Jr, Robert et.al, (1992). Emerging as a teacher, Routledge, London
Driver,R. (1988). Restructuring the Science Curriculum: Some Implications of Studies on Learning for Curriculum Development (Ed.) in L.David, Innovation in Science and Technology Education. Vol. II. UNESCO, Paris.