The Challenges of Building a Constructivist Classroom: How do we get out of our boxes?

Constructivism is not a new learning theory and most, if not all, teachers have discussed at some point the idea that students construct their own understanding in our classrooms. They may have even discussed how this theory helps us to understand why checking for prior knowledge is valuable as discussed by Branford et al (2000). But constructionism—while related—takes this a step further. As explained by Udacity (2016), constructionism applies the theory of constructivism to how we develop curricula or activities to facilitate student learning. According to Rob and Rob (2018), students learn best when they’re creating something tangible, like a model or digital project. Creating something concrete makes learning more meaningful.

I believe moving towards a constructionist classroom could help close the digital divide as Richard Cullatta discussed in his TedX talk Reimagining Learning. However, it requires rethinking how we move our classrooms toward this constructionist approach. When I think about my classroom and using constructionism to develop learning activities I have to first situate this within my reality. I am required to have grades for every student and I need to be able to discuss the student's curricular and content competencies (skills and knowledge). I also have a large number of students with learning differences and challenges, how does this look in this situation? The technology department must vet all apps, software and websites that we use, often resulting in the blocking of many education platforms as simple as Padlet. We are going to have to reimagine how we assess students, manage different learning paces, and use technology effectively. But with challenges come some solutions.

Image of students working collaboratively on a body systems unit constructing their own understanding.Created using the Wix AI image generator.

One key challenge in a constructionist classroom is assessment. When students are working together to create a project, how do you assess individual contributions? Grading group work can be tricky—how do you ensure fairness when everyone is working together? The solution may lie in focusing on the process, not just the final product. Peer evaluations, project journals, and reflective assignments can help track each student’s individual contributions and learning.

In a traditional classroom, students typically move through lessons at the same pace. However, in a constructionist setting, students often work at different speeds on various aspects of a project. Some students might grasp concepts quickly, while others may need more time. This can be difficult to manage, particularly in larger classrooms. To address this, teachers can offer differentiated resources or create flexible assignments. Grouping students strategically—pairing quicker learners with those who need more support—can also help balance the pace. The goal is to ensure all students are challenged without being left behind.

Another major challenge is integrating technology into the classroom. Constructionism relies on students creating, whether through coding, simulations, or physical and digital creations. However, incorporating some of these tools can be overwhelming, especially if a teacher isn’t familiar with them or lacks resources. Simply digitizing content isn’t enough as discussed by Cullatta (2016). In a constructionist classroom, technology should be a tool for experimentation and collaboration.

Teachers need training and support to move towards these styles of learning environments. It is not just about learning how to use technology but rather helping teachers to become creators and constructionists. If we can be confident in our understanding of how classrooms like this work within the realities of our current educational framework then we can begin shifting there. However, I believe that to get to where Cullatta is envisioning we need to rethink the current box that we are thinking in. Current structures in many places may be hindering these changes. Being new to this it makes me wonder what other resources are out there? What schools are already doing this well and how do I learn more about this? As usual the more I learn the more I wonder.

References:

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience and school. National Academies Press.

Rob, M., & Rob, F. (2018). Dilemma between constructivism and constructionism: Leading to the development of a teaching-learning framework for student engagement and learning. Journal of International Education in Business, 11.

TEDxTalk. (2013, January 10). Reimagining learning: Richard Culatta at TEDx Beacon Street [Video]. Youtube. https://www.youtube.com/watch?v=Z0uAuonMXrg&feature=emb_logo

Udacity (2016, June 6). Constructionism [Video]. Youtube https://www.youtube.com/watch?v=-qsiqetMlCg

OpenAI. (2021). GPT-3 Language Model [Computer software]. Retrieved November 10, 2024, from https://openai.com/api/