What is Constructivism?
Constructivism is a learning theory suggesting that students build (or "construct") knowledge through experiences, actively making sense of new information by connecting it to their existing knowledge base. As most teachers will understand, "Children do not passively absorb knowledge from the environment. They actively construct it by building on prior experiences” (Jean Piaget, 1952).
Why Constructivism Matters in the Classroom
Constructivist teaching shifts the focus from teacher-led instruction to student-driven exploration, questioning, and meaning-making, fostering deeper understanding, engagement, and long-term retention.
Constructivism underpins many modern educational models, including inquiry-based learning, project-based learning, and the International Baccalaureate (IB) approach.
Key Principles of Constructivist Classrooms
- Active Engagement: Students are involved in hands-on learning.
- Real-World Relevance: Tasks connect to meaningful, authentic contexts.
- Collaboration: Learning is social—students share, reflect, and build ideas together.
- Scaffolded Discovery: Teachers guide without giving all the answers.
- Learner Autonomy: Students take increasing ownership of their learning journey.
Three Constructivist Strategies for Different Grade Levels
1. Elementary (Grades K–5): Wonder Wall & Inquiry Journals
Create a classroom Wonder Wall where students post questions about the text they’re reading or the topic of focus. Choose one question each week to explore as a class. Students draw, write, or discuss their findings in personal inquiry journals.
With Adaptive Reader’s suite of offerings, readers can use different levels, languages, and audio in order to revisit and engage with all parts of the texts. This propels access, offers an opportunity to spark curiosity, and empowers students to lead their learning.
2. Middle School (Grades 6–8): Problem-Based Learning Projects
Pose real-world problems aligned with the current story of study. Students can research, brainstorm, and present solutions using various resources and methods. Remember, Adaptive Reader’s partner schools can also level and translate additional classroom content, so providing access to supplementary materials is more within an educator’s capability than ever before.
Lessons and learning experiences like these encourage critical thinking and application of knowledge. Students construct understanding through investigation, teamwork, and iteration.
3. High School (Grades 9–12): Text-Based Inquiry Circles
Assign a compelling theme or essential question (e.g., "What makes a revolution successful?"). Students select related texts, gather evidence, and engage in group discussions to build understanding over time.
Depending on access level, Adaptive Reader partner schools (and classrooms) can view a wide variety of texts and genres. Encourage students to explore, compare, and contrast texts from similar or different voices and cultures. What revelations might their exploration fuel?
This supports autonomy and critical analysis. Students construct arguments, test interpretations, and refine ideas collaboratively.
How Leveled and Multilingual Texts Support Constructivist Learning
In a constructivist classroom, students make meaning by exploring content in ways that are personalized, collaborative, and connected to prior knowledge. Leveled and multilingual texts—including access to audio—are powerful tools for making this kind of exploration accessible to all learners.
1. Leveled Texts Support Learner Readiness
Constructivism recognizes that students come with varying levels of background knowledge and literacy. Leveled texts allow all learners to access essential content in a format that meets them where they are.
-
Students can explore the same concepts or themes using texts adjusted for complexity, promoting meaningful participation.
- With multiple entry points, learners build confidence, engage more deeply, and progress toward independent mastery.
2. Multilingual Texts Activate Prior Knowledge
Constructivism emphasizes connecting new learning to what students already know—and that includes their language and cultural experiences. Multilingual texts:
-
Validate home languages as assets, not barriers.
-
Help students make conceptual connections by accessing content in a familiar language.
- Allow for dual-language processing, which strengthens comprehension and retention.
3. Audio Supports Multisensory Learning
Access to read-aloud audio (especially in students’ home languages) supports constructivist engagement by:
-
Allowing learners to experience fluency and expression while reading.
-
Supporting independent exploration for students who may struggle with decoding.
- Creating opportunities for repeated, self-paced listening, which supports deeper comprehension and reflection.
Conclusion
Constructivist classrooms don't just teach content—they cultivate thinking. When students are empowered to explore, question, and connect, they build knowledge that endures.
References
- Piaget, J. (1952). The Origins of Intelligence in Children. New York, NY: W.W. Norton & Co. citeturn0search1
-
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review.
Phillips, D. C. (1995). The Good, the Bad, and the Ugly: The Many Faces of Constructivism. Educational Researcher, 24(7), 5-12. - Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Dewey, J. (1938). Experience and Education. Macmillan.