A Social Constructivist Model of Learning

          Social constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. Learning involves constructing one's own knowledge from one's own experiences and is affected by the context in which an idea is taught as well as by students' beliefs and attitudes. Students can use multiple resources and apply concepts and skills to new situations. If a teacher teaches with a social constructivism model students are allowed to explore many solutions to authentic tasks and then are given time for reflection.

            Allowing students to direct learning with their own investigations does come with a few caveats. Teachers that routinely have constructivist lesson plans will not be able to cover as many concepts throughout the year. Also, there needs to be varied evaluation techniques. Some may think there is less planning involved with this more inquiry-based way of teaching, however, it requires more planning. Lessons will not be wrapped up after a 40-minute period with a quick reflection and assessment. Vygotsky, the pioneer in social constructivism, thought it was important to work within the zone of proximal development -- the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers- to achieve maximum learning. In order for students to remain engaged in learning the content of the lesson needs to be satisfyingly difficult for students. To prepare for this type of lesson goes way beyond direct learning. Just take a look a multiple-day science lesson plan and all the contingencies the teacher has to account for.

            After the lesson, students need to be assessed, but how can you grade a week-long group project with many facets that need to be taken into account? A clear rubric needs to be developed with the expectations being realistic and clearly stated. Too many group project grades hinge on the participation of classmates that other students have virtually no control of.

            If done well, a constructivist lesson is one of the most rewarding and beneficial ways to teach students.