Artefact 3: Learrning through Constructivism

    In one of my classes, Dr. Robyn showed us the video "Teachers Guess Teen Slang" by BuzzFeed Video which features teachers trying to interpret and guess the meanings of various slang terms commonly used by teens. The lighthearted and humorous format highlights generational differences in language while showcasing the teachers' attempts to decode phrases like "salty," "extra," and "lit." This activity serves as both an entertaining exercise and a reflection on how language evolves within different age groups.

    Constructivism is a learning theory that comes from the work of Jean Piaget and Jerome Bruner, who studied how people develop their thinking. Later, Lev Vygotsky added the idea that social interaction, like talking and working with others, plays a big role in how we learn (David, 2016). This theory says learning isn’t something a teacher just gives to a student; instead, students build their own understanding through their experiences and how they see the world.

    In this approach, learning focuses on the student. It encourages asking questions, exploring, and discovering. Teachers still help by giving guidance and support, called scaffolding, to make it easier for students to connect new knowledge with what they already know. Vygotsky called this stage of learning the “Zone of Proximal Development” and said that things like family, friends, and culture affect how students learn.

      The 5Es model: Engage, Explore, Explain, Expand, and Evaluate, created by Rodger W. Bybee, is a helpful way to apply this method (Bybee et al., 2006). Constructivist teaching works well for tasks that involve critical thinking and solving problems. Students do hands-on activities, work together, and think about different viewpoints. In this way, the process of learning—how students learn—is just as important as what they learn.

    Looking back at the video above, when applying the theory of teachers exemplify constructivist principles by highlighting how individuals actively build knowledge through interaction and contextual experiences. In the video, teachers encounter unfamiliar slang terms used by teenagers, prompting them to rely on prior knowledge and social cues to infer meanings. This aligns with the constructivist view that learners construct new understanding by connecting new information to existing cognitive frameworks. The humor and collaborative atmosphere in the video further demonstrate the importance of social interaction in learning, a core tenet of constructivism. By engaging in this dynamic process, teachers mimic how learners explore and make sense of culturally relevant, authentic material.

    Moreover, the video illustrates the situated nature of learning, a fundamental aspect of constructivism. Teen slang is embedded within specific social and cultural contexts, making it meaningful and accessible only through interaction with those communities. As the teachers attempt to grasp the meanings, they participate in an iterative process of trial, reflection, and adaptation, which mirrors real-world learning environments where knowledge emerges through active engagement rather than passive reception. This connection underscores how constructivist approaches prioritize context and collaboration, promoting deeper understanding through experiential and social learning.

 Photo of one training course for primary teachers (2022)

    For me, when applying constructivism, course objectives must be broken down into specific lesson objectives. Alongside goals related to attitude, character, and knowledge, I always aim for students to produce an outcome that reflects the newly acquired knowledge integrated with previous lessons. Most importantly, this outcome must align with each student’s experience, abilities, and characteristics, ensuring that the learning process is meaningful and personalized. By fostering an environment where students actively construct their own understanding, I believe they are better equipped to connect theory with practice and develop skills that are relevant to their individual growth. As a result, the assessment of learning outcomes also needs to be customized for each individual student, focusing not only on academic achievements but also on their personal learning journey.

Trainees are encouraged to speak and question

References:

BuzzFeedVideo. (2018, March 12). Teachers guess teen slang [Video]. YouTube. https://www.youtube.com/watch?v=fD1xerWGhyY&t=72s&ab_channel=BuzzFeedVideo

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006, June 12). The BSCS 5E Instructional Model: Origins and Effectiveness. Retrieved June 26, 2019, from https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf

David L. (2016). Constructivism. Retrieved June 3, 2019, from https://www.learning-theories.com/constructivism.html