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Transforming Education: Constructivist, Inquiry, and Problem-Based Learning Techniques

This presentation explores the constructivist approach to learning, highlighting key theorists such as John Dewey, Jean Piaget, and L.S. Vygotsky. Constructivism emphasizes active learning and social interaction, allowing students to construct knowledge through experience. Two main models are discussed: Inquiry Learning, where teachers introduce engaging questions and facilitate hands-on investigations, and Problem-Based Learning (PBL), where students collaboratively solve real-world problems. Join Morgan Bennett, Jennifer Johnson, Michelle Wetz, and Kimberly White as they demonstrate how these techniques promote deep understanding and enhance educational outcomes.

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Transforming Education: Constructivist, Inquiry, and Problem-Based Learning Techniques

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  1. Not Just an Empty Vessel Constructivist, Inquiry and Problem-Based Learning Presented by: Morgan Bennett Jennifer Johnson Michelle Wetz Kimberly White

  2. What is the Constructivist Approach? • Based upon the work of John Dewey, Jean Piaget, L.S. Vygotsky, and others. • Facilitates inductive reasoning through active learning and social interaction between students and teachers. • Children naturally play to learn, use that to help teach.

  3. John Dewey (1859-1952) • Advocated movement away from Authoritarian Direct Instruction. • Argued education should focus on understanding what and how students experience in order to better meet their educational needs. • Formulated fundamental views of constructivist practices.

  4. Jean Piaget (1896 – 1980) • Developed an elaborate theoretical system – • Children attain knowledge by passing through a predictable series of increasingly complex and abstract cognitive stages. • Sensorimotor • Preoperational • Concrete Operational • Formal Operational

  5. Leo Vygotsky (1896 – 1934) • Created Zone of Proximal Development (ZPD)

  6. Research shows that constructivist techniques foster… • Flexible knowledge • Problem- solving ability • Self-directed learning skill • Problem formation and reasoning

  7. Two Constructivist Models • Inquiry Learning • Problem-Based Learning

  8. Inquiry Learning Effective Inquiry Unit Cycle • Teacher identifies and introduces class to the questions or problem. • Teacher demonstrates topic-specific techniques • Students engage in hands-on investigation of topic – either first or second hand methods • All stages are usually conducted in groups – this allows for scaffolding (both student-to-student and teacher-to-student)

  9. Inquiry Learning (cont.) • After initial introduction the teacher becomes a facilitator • By the end of the activity, additional questions should be raised to spur-on the next cycle of inquiry.

  10. Problem-Based Learning (PBL) • Students work in collaborative work groups of about 5 • Teacher presents a real-world problem – often in narrative form – that students must work together to solve

  11. Problem-Based Learning (PBL) PBL steps: • Teacher orients students to the problem • Students organize into groups (with teacher assistance if necessary) • Teacher facilitates as student break down the problem • Students proceed to solve the pieces of the problem • Each group develops a presentation or product to share with the class as a whole. • Students reflect upon the investigation and the processes they used during the investigation

  12. Shared Elements • Cooperative Learning Groups • Teachers pose challenging, authentic questions and then provide the resources needed for students to investigate them independently • Teacher = Facilitator • Scaffolding • Journaling and/or oral presentations that include reflection upon the process

  13. Challenges • Choosing the right topic • Providing the appropriate resources • Time consuming – planning and executing

  14. Constructivists Models Inquiry Learning Problem-Based Learning When used properly, propel students to higher levels of learning.

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