Constructivism and Interactionism

What is the theory?

The theory of Constructivism suggest that learners actively construct their knowledge rather than passively take in knowledge. As learners experience the world around them and reflect on those experiences afterwards, they construct their own knowledge and incorporate new information into their prior knowledge. This is known as schemas.

Assimilation and Accommodation

Assimilation refers to the process of integrating new information into an existing schema.
Accommodation refers to the process of using new information to redevelop an existing schema.
For example, if a child has a golden retriever and sees a poodle walking along the street, they might point out that ‘’that is a dog’’. Which is correct, the adult will point out that this do is a poodle. This way the child will assimilate the poodle in their schema of dogs, they now know 2 dog breeds.

However, the next day the child sees a cat and points out that that is also a dog, to which the adult will correct the child to let them know that the animal is a cat and not a dog. The child has to accommodate this new animal into a new schema of ‘’cat’’, separate from the schema the child used for the dogs.

Main points of the constructivist theory

Students learn the most productive when they are actively engaged in their learning experiences.
Learning is a social process, it is embedded within a social context as students and teachers have to work together to construct knowledge.
As knowledge cannot be passively taken in by the students, the goal to pursue in teaching is to provide experiences that allow students the opportunity of the construction of knowledge.

Interactionism the theory

Interactionism is a sociological perspective that has its focus on the social processes of everyday interactions. It’s about how people give meaning to the world around them through their actions and conversations. In education, this means looking beyond the formal curriculum to the ways teachers and students communicate and understand each other in the classroom.

Kumar, P. (2024, March 27). Interactionism and Education: The Social Construction of Learning • Sociology Notes by. Sociology Institute. https://sociology.institute/sociology-of-education/interactionism-social-construction-learning-education/

Example of differences between traditional classrooms and Constructivist Classrooms.

Traditional Classroom	Constructivist Classroom
Curriculum begins with the parts of the whole. Emphasizes basic skills.	Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is highly valued.	Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.	Materials include primary sources of material and manipulative materials.
Learning is based on repetition.	Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.	Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher’s role is directive, rooted in authority.	Teacher’s role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.	Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Knowledge is seen as inert.	Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily alone.	Students work primarily in groups.

Teaching and learning resources / Constructivism. (n.d.). http://teachinglearningresources.pbworks.com/w/page/19919544/Constructivism
Designing your

Designing your lessons to constructivists principles

Activate prior knowledge and use it as a connection between new knowledge and information.
New knowledge is constructed in connection to learner’s prior knowledge. Activities include: informal interviews and small group warm-up activities that require recall of the learner’s prior knowledge.
Create cognitive harmony in your lessons.
Assign problems and activities that will challenge your students, keep in mind the zone of proximal development from Vygotsky. Knowledge is constructed as learners encounter problems and redevelop existing schemas (accommodation & assimilation) as they work through the challenging problem.
Apply feedback to your students knowledge.
Encourage students to evaluate new information and to modify their existing knowledge. Activities should provide the opportunity for students to compare pre-existing schemas to the new situation/knowledge. Activities include: presentations, small group or class discussions, and expert groups.
Reflect on learning.
Provide students with an opportunity to show you (and themselves) what they have learned. Activities might include: presentations, reflexive papers or creating a step-by-step tutorial for another student.

More examples of constructivist activities.

Pairs of students have to teach each other (for example expert groups). • Inquiry-based learning (IBL)
Learners pose their own questions (hypothesis) and seek answers to their questions via research and direct observation. They present their supporting evidence to answer the questions. They draw connections between their pre-existing knowledge and the knowledge they’ve acquired through the activity. Lastly, they draw conclusions and highlight remaining gaps in knowledge.
Problem-based learning (PBL)
The main idea of PBL is similar to IBL: learners acquire knowledge by creating a solution to a problem. PBL differs from IBL in that PBL activities provide students with real-world problems that require students to work together to create a solution. As the group works through the challenging real-world problem, learners acquire communication and collaboration skills in addition to knowledge.
Cooperative learning
Students work together in small groups to maximize their own and each other’s learning. Cooperative learning differs from typical group work in that it requires interdependence among group members to solve a problem or complete an assignment.

Constructivism. (2024, March 5). Office of Curriculum, Assessment and Teaching Transformation – University at Buffalo. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html#:~:text=Constructivism%20is20the%20theory%20that,%2Dexisting%20knowledge%20(schemas).

Interactionism in the Classroom

Interactionism addresses the importance of a shared understanding between teachers and students. It’s not just about the transfer of knowledge, but about constructing meaning together, which enhances the learning experience.
Main points for teachers to focus on:

Be reflective on yourself: Teachers need to be aware of their biases and how these may affect their interactions with students.
Focus on the individual: Each student’s experience is unique, and teaching methods should be adaptable to differentiate to individual needs.
Encourage student voice: A classroom that values student input fosters a richer learning environment where meanings are co-constructed.

Five second/foreign language learning strategies in the theory of constructivism

Get your students exited for language learning. Language learning/acquisition is most effective when students’ interest, motivation and attitudes are taken into consideration. Students should be encouraged to experience the language, learn the language by self-discovery, and participate in discussion and negotiation activities.
Student-centred lessons with teachers’ guidance. Teachers should act as guides in language learning; they should provide the students withj real-world situations (Brown, 1994). In class, the students should be given more time to speak; that is, the students should be the speakers in class, they should not just be regarded as the audience.
Accumulate the students’ vocabulary to help with their speaking of the language. Students often stop speaking because they do not know a word. But when students are rich in their vocabulary, they can express themselves better in a second and/or foreign language.
Make full use of the time in class and extend language learning after class. It is well known that classroom instruction is the basic form of English teaching and learning, but class time for students is limited. Given more time, students will be more confident to speak more in class and in public.
Enhance the students’ awareness of the target country’s culture. Language and culture usually go hand in hand, which tells us that culture is very important in language learning. Language teachers should introduce the class to different cultures and customs of the English-speaking world in related situations.

Criticisms on the constructivist theory

Some of the criticisms on constructivism are that the theory promotes a teaching style with minimal guidance and instructions for students. Researchers such as Brown and Campione, 1994; Hardiman, Pollatsek, and Weil, 1986; Moreno, 2004; and Tuovinen and Sweller, 1999, indicate that when students learn with minimal instructions, they become “lost and frustrated”.

Other critics of constructivism argue that constructivism promotes group thinking and ignores the individuality of students. A few psychologists criticize constructivism because dominant students control interactions in the classroom while average students might be ignored (Gupta, 2011). The result is that the dominant group drives the whole class towards their thinking while leaving other students behind.

Alanazi, A. (2016). A Critical Review of Constructivist Theory and the Emergence of Constructionism.
American Research Journal Of Humanities And Social Sciences. https://doi.org/10.21694/2378-7031.16018

Bibliography

Teaching and learning resources / Constructivism. (n.d.). http://teachinglearningresources.pbworks.com/w/page/19919544/Constructivism.
Constructivism. (2024, March 5). Office of Curriculum, Assessment and Teaching Transformation – University at Buffalo. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html#:~:text=Constructivism%20is20the%20theory%20that,%2Dexisting%20knowledge%20(schemas).

John, P. (n.d.). Constructivism: Its Implications for Language Teaching and Second-Language acquisition. In University of Dar es Salaam, University of Dar Es Salaam [Journal-article].

Alanazi, A. (2016). A Critical Review of Constructivist Theory and the Emergence of Constructionism. American Research Journal Of Humanities And Social Sciences. https://doi.org/10.21694/2378-7031.16018

interactive tool