Cognitivism, Constructivism, and Didactics PDF

Universidad Central del Ecuador Facultad de Filosofía, Letras y Ciencias de la Educación General Didactics COGNITIVISM Group # 5 Aldana Alison Maggi Isabela MSc. Patricio Dávila Mosquera Marco Revelo María José 3B WHAT IS THE...

Universidad Central del Ecuador Facultad de Filosofía, Letras y Ciencias de la Educación General Didactics COGNITIVISM Group # 5 Aldana Alison Maggi Isabela MSc. Patricio Dávila Mosquera Marco Revelo María José 3B WHAT IS THE OF COGNITIVISM? The cognitive theory believes that the human mind functions like an information processor or computer.  C O M M I S S I O N O G N I T I VIS M - C ivis m c o m e s f r o m Cogn it o rd co m m is s io n the w t he a b ili ty o f th e which is r ain to p e rc ei ve hum a n b iv e s e n s e s with the f  The specific way a person processes information is called a cognitive process. Cognitive process According to cognitivism each learner has a different cognitive process that is to say that he processes the information in a peculiar and unique way. It is to understand the learner's cognitive process, i.e. to understand how he intends to alter that process and that this produces a change in his behavior.  m - C o g n i t i v i s m Beha vio r i s v i o r i s m b u t h e r e b l e s b e h a It re s e m s e e k s c e n b e h a v i o r i s m t h e re is a p i e r t h r o u g h s t i m u l i g e b e h a v i o to c h a n s o o n l y n d c o g n i t i v e a l o r re w a rd s a i s m s e e k s f i r s t t o th a t c o g n i t i v e s t u d e n t t h i n k s h e w a y t h change t a v i o r. a n g e s t h e i r b e h a n d th a t c h  Main exponents Jean Piaget Intellectual development by stages. Lev Vygotski Sensory-motor Concrete operations Cognitive development Pre-operational Formal operations through social interaction. Main exponents David Ausubel Jeromé Bruner Meaningful Discovery Learning. Learning. Methodology Perception, Memory, The cognitive approach Thinking, and emphasizes understanding Learning. how individualsc process information and how these processes influence behavior.  Developmental Focus: Use of Theoretical Models Studies cognitive development Develops theoretical models to across the lifespan. represent mental processes. Examines changes in cognitive Models help explain cognitive processes from childhood through phenomena and predict behavior. adulthood. Practical Application Principles applied in various practical fields. Example: Cognitive-behavioral therapy uses cognitivist principles to treat mental health issues. Focus on Internal Processes: Behavioral Observation While primarily concerned with Emphasizes understanding mental internal processes, behavior is processes that occur internally. observed. Studies how individuals acquire, store, Observations provide insights into process, and use information. underlying cognitive processes. Processes Attention Perception Memory Select and Organization of Storage of information information process information Processes Learning Reflection Solve problems New Manipulation knowledge Overcome obstacles  Bibliography López, A., & Perfil, V. T. mi. (s/f). COGNOSCITIVISMO. Blogspot.com. Recuperado el 5 de diciembre de 2023, de https://cognoscitivismosextouno.blogspot.com/2016/02/principales-representantes- del.html?m=1 Main, P. (2022, enero 20). Cognitivism Learning Theories: A teachers guide. Structural-learning.com; Structural Learning. https://www.structural- learning.com/post/cognitivism-learning-theories Michela, E. (2020). Cognitivism. 11–17. https://edtechbooks.org/studentguide/cognitivism  Constructivism in language pedagogy ABSTRACT This paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today’s digitally infused education, providing a theoretical and literature overview. INTRODUCTION: WHAT IS CONSTRUCTIVISM? By the end of the 20th century, communicative language pedagogy had accumulated a plethora of methodological trends in language pedagogy. It is often described by practitioners as the most idealistic and constructivist method. The constructivist approach is primarily rooted in mathematics and science classroom settings and curricula. The main reason for this is that the constructivist theory argues that education should support problem-based learning processes as opposed to the conservative tradition of frontal teaching. The nature and character of science subjects can provide an intensive training ground for testing and spreading the constructivist approach: mathematical and computational thinking and lessons not only enabled but also required student involvement and engagement in the classroom. The most important characteristic of a constructivist approach to pedagogy is that it can be adapted to the ever-changing teaching and learning habits of the 21st century. According to constructivist theorists, knowledge is a network that learners actively construct and interpret based on their experiences. This leads to the view that the learner is not a ’blank sheet’ to be filled with knowledge, but an individual who acquires and constructs knowledge (Can, 2009). Perkins takes this further, emphasizing in his analysis that in the process of learning, the learner encounters conflicting facts, information and experiences that help him to reconstruct his knowledge (Perkins, 1991). According to theorists of constructivist pedagogy, the most effective learning process can only take place in an appropriate context and as a result of action and involvement. The constructivist approach is also reflected in language pedagogy innovation. CONSTRUCTIVISM AND COGNITION: HOW DO WE UNDERSTAND IT IN EDUCATIONAL THEORY? The roots of constructivism can be found in psychology and philosophy, in Piaget’s (1954) developmental psychological theory, and in the writings of Vygotsky (1962), Bruner (1961) as well as Gardner (1979). When comparing the major studies and writings of constructivist theorists, Perkins’ arguments (1991) become evident: the learner actively constructs meaning by unpacking and experiencing a number of schemas and mental structures before arriving at a version that suits him. For Vygotsky, meaning-making is nothing more than social interpretation. Several researchers have worked on constructivist pedagogy and on defining Vygotsky’s intellectual legacy in educational, pedagogical, and psychological perspectives. They all point to the cognitive roots of constructivist pedagogy as its most defining feature. The new approach to learning focuses on the individual. Neurophysiological research suggests that human beings are structurally determined beings: they have cognitive and emotional structures. These structures (or this structure) are formed by previous life experiences, learning experiences, and determine our further thinking, actions and reactions”. Consequently, we can talk about so-called subjunctivization, which researchers believe can be applied to both training and curricula. One of the major outcomes of the constructivist learning theory is “reframing”: “It means abandoning familiar interpretations and ways of behaving and developing new knowledge, while new ways of seeing, new frames of reference are to be acquired, which one then sees as a reference point, a framework of evaluation for oneself. It is also called a conceptual shift, the need for which increases with age.”. In this respect, theorists agree that there are interactions between individuals, even from a group dynamic perspective, that can affect each other’s cognitive and emotional structures. Feketéné emphasizes that people remember not only actual encounters and relationships, but also other ‘meta-level experiences’. According to Kaufman, the phenomenon of constructivism in education and educational theory is rooted primarily in the theories of cognitive and social constructivism. Piaget’s work is inescapable when it comes to the study of the concept of meaning making (Piaget, 1954). Piaget, with his background in cognitive psychology, interpreted development as a holistic process: children construct meaning along schemas based on his theory of cognition. His theory of knowledge originated from his stage theory of development, however, while his approach and outlook support the notion of constructivism, recent research has turned away from Piaget’s relatively rigid stage theory and, while acknowledging that learning is a process, believes it to be a much more flexible system than Piaget envisaged. Taking Piaget’s theory a step further, it is argued that children are able to draw logical conclusions, understand metaphors and work with abstract concepts before they reach school age, but always on condition that they formulate tasks in a context that is familiar to them. MAPPING CONSTRUCTIVISM IN THE CLASSROOM The characteristics of the constructivist classroom environment can be summarized by comparing the two paradigms (Table 1): Table 1. Traditional classroom environment vs constructivist classroom Traditional classroom environment Constructivist classroom environment following the core curriculum is recommended supports students in asking questions and (or even mandatory) posing problems teaching/learning relies heavily on textbooks uses databases, creative and curriculumrelated students are "blank sheets" on which the teacher materials that encourage students to become independent thinkers writes the teacher takes an interactive role, a didactic teaching model, where the teacher conveys mediating between the students and the information curriculum summative assessment is separate from teaching uses alternative assessment methods and most often takes the form of tests and exams integrated into the teaching process: student characterised by frontal teaching self-assessment, peer assessment and student portfolios students work on their own in class cooperative or group work  Having looked at the two types of classroom environments, it is clear that a classroom with a constructivist approach helps to meet learners’ needs and develop learner autonomy, often in a cooperative way. Furthermore, it supports independent thinking rather than ready-made answers, shifts the focus away from the teacher, promotes and develops learning strategies. Kaufman points to the growing body of literature and case studies of constructivist approaches from the 1990s to the present. The constructivist approach is typically a meeting point of interdisciplinary fields: sociological, methodological, theoretical, linguistic, psychological, and cognitive theories. One of the main aims of this paper is to review the most prominent representatives of constructivism and its literature in language pedagogy (Kaufman, 2004). Johnson, Johnson, and Holubec (1984) analyse cooperative work in the classroom in their work Circles of Learning. The authors’ interdisciplinary approach can be explained by the fact that they come from the fields of psychology and education. Their book attempts to provide answers and a change of perspective on the educational and social problems of the time: the presence of disadvantaged people in education, the prevalence of juvenile delinquency in educational institutions, poor performance in national science assessments, the breakdown of traditional family structures and its effects on students. The authors recognise the need for not only alternative teaching methods but also a renewal of the student-student and teacher-student relationship. They take a constructive approach and stress that peer relationships must be based on ’care, commitment, support and encouragement’. The co-operative school and classroom environment were seen as necessary in the face of worrying social phenomena: students who are highly disadvantaged due to family tragedies, substance abuse and lack of motivation to study need support and role models from their low-risk peers. It is important to note that Johnson et al. (1984) proposed a constructivist approach to classroom change primarily because of social difficulties. They theorise that the following principles are the key objectives of a constructivist, cooperative classroom environment: positive reciprocity between classmates, where learning objectives should involve all members of the community clear individual feedback and assessment within the group, as this is the only way to make it clear to the rest of the group what kind of intervention and help they need inclusive, heterogeneous class/group community shared responsibility the most important goal is to ensure that everyone gets the most out of the learning process, while remaining in constant contact with the rest of the group students consciously acquire social skills in a cooperative classroom environment the teacher’s role has changed from one of observation and intervention, constant attention and support, to one of mediator and facilitator Felix (2002) underlines the theoretical background of constructivist pedagogy: in the 1990s it became a fertile ground for pedagogical models that branched out from it as follows: 1) constructivist pedagogy as an approach 2) problem-solving teaching 3) cooperative learning. Felix points out that these approaches and methods share common characteristics: a move away from traditional, frontal teaching and the classroom environment, and an emphasis on learner autonomy and group work. Other names and terms are also common in methodologies linked to constructivism: content-based learning, context-based learning, problem-based learning (PBL), content and language integrated learning. A common feature of all these terms is that the word ’teaching’ disappears from methodological terminology and is replaced by ’learning’ entirely. This not only refers specifically to the methodological aspect, but also reflects the emphasis of constructivist pedagogy: learning takes over the central role from teaching. CONSTRUCTIVISM AND DIDACTICS: CHALLENGE FOR TEACHERS From a didactical point of view, the view that in today’s world, an optimal learning-teaching process must be created, which is responsive and appropriate to the needs of today’s society, is of paramount importance (Nahalka, 1998). The challenge for education science in the 21st century is to equip educators with paradigms that transcend the classical pedagogy of transmission and demonstration: Nahalka points out that, moving away from but not denying frontal teaching, pedagogy of action and constructivist pedagogy are methodological trends that can promote learner autonomy by introducing novel models of learning organisation. According to Nahalka’s theory, the significance of these two paradigms lies in the fact that they are based on a good knowledge of children’s personalities, interests, needs and internal images and knowledge structures (Nahalka, 1998). If one accepts the theory that the process of learning is constituted by personal constructs and that achieving autonomy in learning is one of the most important pedagogical goals, the notion of differentiation (see below) comes to the fore, as learners may be at different levels of development, as well as alternative assessment techniques, as the feedback given to learners will have individual meaning and significance. The constructivist pedagogical approach and the pedagogy of action challenge teachers. However, this professional challenge can also provide answers to a number of problems that arise in classroom settings: students with different learning styles can be supported at the pace that best suits them; these pedagogical approaches can provide answers to the situation of disadvantaged students from different social backgrounds with learning difficulties in inclusive education. They can also support gifted students and the teaching of faster progressing learners if teachers can move away from the frontal traditional teaching model. Nevertheless, Nahalka (1998), as the “knowledge transfer”, frontal method allows children to shift concepts to acquire a higher level of cognitive system. According to Nahalka (2002), the conceptual shift is one of the major changes in learning theory. In this process, new knowledge contradicts existing elements emphasises that the constructivist approach also recognises one-way teacher communication and then, after processing and anchoring, it falls into place and becomes part of knowledge. Nahalka (2002) distinguishes the following types of learning in his learning theory approach: problem-free learning: there is no contradiction between new knowledge and the internal interpretative system, so processing and interpretation take place processing: there is a contradiction between the new knowledge item and the internal interpretative system, so only processing takes place but no anchoring falsification: there is a discrepancy between the new knowledge item and the internal interpretative system, but both processing and anchoring take place which the learner falsifies. This can occur if the learner expects something different and adapts (falsifies) the new knowledge item creative rescue: there is a discrepancy between the new knowledge item and the internal interpretive system, but processing and anchoring take place and the information remains unchanged. The learner keeps the new and old knowledge elements in two ways, side by side, creatively maintaining this system  conceptual (conceptual) shift: (see above) processing and anchoring take place, new knowledge falls into place. The most important elements of the constructivist approach are shared by Nahalka (1998) and Johnson and Johnson (1999): the focus shifts from the concept of teaching to learning, the organisation of learning, the various processes and learner autonomy through group dynamics and project work. FOREIGN LANGUAGE TEACHING: CONSTRUCTIVISM IN METHODOLOGY What is the relevance of a constructivist pedagogical approach to foreign language teaching? Abdallah (2015) observes that in the language learning process, acquisition has become a less prominent concept as opposed to participation. This shift in emphasis points to the ongoing paradigm shift and intense academic debate, whereby a constructivist pedagogical approach and a pedagogy of action not only reveal the conservative state of contemporary learning processes but surpass it in trying to outline what is the most effective form of learning, and within that, foreign language learning. One of the key theoretical contentions of the 2000s was that theorists increasingly saw genuine and effective learning as taking place within a conceptual network of learner engagement, activity, and contextualized learning environments. According to theory, it is in natural and meaningful learning environments exposed to real-life situations that foreign language can be acquired spontaneously. From a constructivist approach, this is also important because learners do not receive language as a finished product, but construct meaning from the information flowing around them, from real life, according to their cognitive level. The learning process should not merely convey information and knowledge that is abstract and decontextualised, but should create a socio-cultural process where knowledge organisation is achieved in a cooperative way. Among researchers working on content-based language teaching, Felix (2002), and Bax (2003) stand out. Bax takes a critical approach to one of the successful models of foreign language teaching, the communicative language teaching method. In his view, the most important reason for this paradigm shift is the need for a context-based approach to language teaching that goes beyond the communicative method. Bax also points out that the communicative method is English, its original name being about teaching: Communicative Language Teaching (CLT). This approach is fully in line with the constructivist approach to language pedagogy: from Nahalka to Johnson and Johnson, many theorists emphasise that learning through engagement and cooperation is the basis of a successful and effective teaching model. Bax’s discussion of contextbased foreign language teaching is particularly important because his study highlights the aspect of communicative language teaching that focuses on teachers and explicitly suggests to language teachers that the sole purpose of the communicative method is to facilitate communication (Bax, 2003). It does not, however, answer the relevant professional questions of what communication is to be established, between whom, in what community, in what culture, in what country, for what purpose, for what age group, and on what topic. In critically distancing oneself from the communicative language teaching method, it is worth noting that Bax’s approach is entirely constructivist, since he too sees the root of the unsolved problems of the classroom environment in the existence of a method, communicative language teaching, under which all other functions and circumstances are subordinated (Bax, 2003). Meanwhile, content and context are forgotten by teachers. Bax introduces the notion of context-based language teaching, in which the most important feature is the recognition of the equal validity of methods and the unavoidable role of context, the classroom environment. Arnold (1999) also stresses the role of contextual factors: he approaches the paradigm shift from the perspective of Humanistic Language Teaching and highlights the concepts of emotion and affect, listing the main features of constructivism. Arnold formulates that the most important aspect of the learning process is what takes place inside the learner and between the learners (Arnold, 1999). If we look back at the most prominent constructivist pedagogical theorists, they too emphasize precisely that teaching is cooperative, and that education must take place between student and student. Nahalka points out that differentiation is supported by a constructivist approach and a pedagogy of action (Nahalka, 1998). If one accepts the view of cognitive theory (Piaget, 1954) that the child, the learner, constructs meaning personally and autonomously, which is also a fundamental feature of learner autonomy theory, then it follows directly that differentiation has full justification in a healthy and effective classroom environment (Nahalka, 1998). After all, individual learners may be at different levels, have different learning styles and need different lengths of time for study. Related to this is Arnold’s (1999) description of classroom diversity, in which he emphasises that if the teacher is aware of the learner’s difficulties, individuality and individual learning problems and can accept these, a positive classroom environment can be created in which learning can take place along emotionally safe and balanced lines. Arnold sees cooperative classroom tasks to be the best way to achieve diversity and learner autonomy such as project work, where students with different learning styles work together to complement each other. This also supports social responsibility and social competence as described in the Common European Framework of Reference (CEFR 5.1.3). Nahalka (1998) and Arnold (1999) interpret and position their pedagogical approach from the perspective of humanistic teaching. Bax, who comes specifically from the field of ELT (English Language Teaching), approaches the characteristics of the constructivist classroom environment from a methodological perspective. Like Bax, Widdowson (1990) as well as Savignon (2006) point to the methodological shift in approach to subordinate teaching method to content and context. In their interpretation, the method is a tool which the teacher must fill with appropriate and relevant content. THE IMPLICATIONS IN DIGITAL PEDAGOGY In the classroom, the theoretical background of constructivist pedagogy is less likely to be central, but its implications for teaching and learning are well known and recognised. Constructivist pedagogy is strongly manifested in blended learning, also known as ’blended teaching’, which is one of the pioneers of Information Communications Technology (ICT) enhanced teaching methods. According to some theories and trends in the literature, there are strong parallels between ICT-enhanced models and constructivist pedagogical theory (Al- Huneidi & Schreurs, 2013). The developmental trajectory of foreign language teaching, based on the concept of blended learning (BL), is currently moving along and beyond tabletbased mobile applications for smartphones and is able to support productive learning management models based on students’ active participation. The practical implementations are underpinned by an approach that supports constructivism, individual learning styles and the goal of achieving 21st century skills (collaboration, problem solving, creativity, self-regulation, knowledge building). The following overview, while not exhaustive, outlines the main methodological implementations in language pedagogy. Blended learning (BL) - combined learning The blended learning (BL) approach was the first to move the traditional classroom toolbox towards ICT-enhanced methodologies. The concept still has many variations and interpretations. Neumeier (2005) defines blended learning as all forms of learning that are ICT-based, as well as learning that blends digital approaches and tools with traditional classroom methodologies. The definition of the term is broad, but its most important feature is a recurring element: the collaboration between digital media and the classroom, which implies the presence of both teacher and student. Neumeier’s article was written in 2005, at a time when this type of learning management was significant in language pedagogy. Today, however, the concept of blended learning seems almost obsolete and has been replaced in the most recent literature by ICCT (Information, Collaboration and Communication Technologies), the Hungarian equivalent of which is the currently widespread and popular ICT (Information and Communication Technology). However, to understand the direction in which the process of foreign language learning is changing, let us first look at the first main concept, blended learning. In Neumeier’s reading, it is the combination of face-to-face and ICT-supported learning. The main aim is to achieve an ideal and personalised combination of these two learning organisation methods (Neumaier, 2005). Kerres (2001) stresses that the process of blended learning should not be about which learning method is better or more innovative than the other, but rather about the unity of this combined learning, where the individual characteristics of the learners and the learning environment are brought together. When examining the conceptual background of blended learning, the constructivist buzzwords of individual knowledge construction, personal learning style, self-regulation keep recurring. Neumeier (2005) stresses that one of the bases of e-learning is higher education institutions, and that this is where the phenomenon of blended learning with distance learning objectives may have originated. This is a distinctly learning organisation method. Its significance does not necessarily lie in the renewal of content, but in the technological advances and structural concepts that require Information Technology (IT) support and involvement. In the original form of blended learning, IT complemented the learning process. In the literature, several types of blended learning are distinguished, although these terms have not been retained in the terminology of the 2010s, but have evolved conceptually into other definitions (Connections Learning): a) Face-to-face driver: the teacher provides the instruction and ICT is used as an additionalteaching tool b) Rotation: learners move between two alternating learning modes: online learning and face- to-face learning c) Flex: This is the first type of facilitation. The course content remains the same, but the format is largely electronic. d) Labs: students receive the full course content online, but only for school/institutional use. The teaching is traditionally done in the classroom. e) Online driver: this is a complete shift towards e-learning. Online learning material iscombined with online assignments. Face-to-face consultations become an additional form of learning. Neumeier (2005) points out a specific feature of blended learning and at the same time of ICT supported learning: these learning environments are very specific in terms of learner autonomy and self-regulation. Neumeier argues that learners need to know exactly when to take a role, when to take responsibility for their own learning processes and when to delegate this responsibility (Neumeier, 2005). On this basis, ICT-enhanced forms of learning reinterpret and represent the notion of learner autonomy and self-regulation in a particular way: the student moves between real and virtual/online spaces; elements of gamification (see “The phenomenon of gamification” below) sometimes guide learning processes in a rewardingly way, i.e. there is a strong intervention in learning processes. At the same time, the student enjoys considerable freedom to decide how and at what pace to follow the curriculum and complete the tasks. The latter allows for an online form of differentiation, as well as its implementation in the classroom using ICT tools. Task-based learning (TBL), problem-based learning (PBL) Blended learning has opened doors to new types of learning organisation. Electronic, online spaces and ICT-enhanced opportunities have expanded. The importance and direction of knowledge transfer is changing, as in constructivist pedagogy the learner builds knowledge, and the pedagogical characteristics of constructivism are increasingly coming to the fore. Emphasis is placed on learner ownership and involvement, typically associated with 21st century learning skills. Several educational terms have been introduced to the literature: collaboration, group work, project work. In the field of foreign language teaching, two concepts in particular have become well known: task-based learning (TBL) and problem-based learning (PBL). TBL is not actually a new approach. It has been presented as a pedagogical method since the 1980s, especially in foreign language teaching. It refers to tasks carried out in the classroom and is described as: a) goal-oriented, b) content-centred, c) real-world outcomes, d) approaching a real-life problem with real-life language use. Research confirms that TBL supports the most important aspects of foreign language learning: fluency, accuracy, and complexity (Ellis, 2003). In practice, researchers often illustrate this by guiding language learners through meaning-based tasks to achieve fluency and through form-based tasks to develop accuracy. One feature of TBL is that it is closely aligned with constructivist theories. Research emphasises the role of interaction between learners, while pointing out that TBL and PBL are rooted in socio-cultural theory. However, one of the most important contributions of TBL is that it has brought research and practice closer together and that it has created an interaction-based, collaborative knowledge sharing and knowledge construction among learners through intensive peer interaction. PBL or problem-based learning shares many similarities with the TBL phenomenon, but focuses explicitly on presenting and solving real-life problems. Problem-based learning (PBL) was originally developed for medical students to diagnose new diseases more accurately. However, the method can also be applied in foreign language teaching. It supports the development of a wide range of skills and contributes to the development of different learning strategies. Teachers can help students to become creative and, at the same time, more self- regulated learners. Information and communication technologies (ICT) can push the boundaries of problem-based learning, but PBL can also provide useful learning approaches for new technologies. PBL is criticized as it is claimed that research shows that there is no difference in problem-solving ability between groups of learners taught in this way and a control group. The authors agree that the key difference lies in the nature of the instructions: their research focuses on different levels of the task delivery process. However, Kirschner et al. consistently analyse the PBL phenomenon, while questioning the innovation of the method in their critique. CALL, TELL, MALL Thanks to the theoretical background of constructivism and the rise of online learning, abbreviations such as CALL, TELL and MALL have become established in both international and Hungarian literature. To understand the theory and practice of constructivist pedagogy, it is worth examining the following phenomena. The acronym CALL stands for Computer Assisted Language Learning. MALL is an acronym for Mobile Assisted Language Learning, while TELL was a comprehensive and summarising initial term: Technology Enhanced Language Learning. In Kétyi’s (2016) reading, the terminology is inextricably linked to the evolution of technology, therefore the literature distinguishes between 3 types of CALL: restricted CALL, open CALL, integrative CALL, depending on their focus. During the era of restricted CALL, the focus was explicitly on drill learning, while in the case of open CALL, communication, and the integration of ICT tools in education can be dated to the era of integrative CALL (Kétyi, 2016). However, the full diffusion of ICT tools has not yet occurred. This is due not only to the lack of information and experience among educators, but also to ideological debates and possibly an aversion to technology (Bax, 2003). Kétyi points out that it is almost impossible to keep up with technological developments from a research perspective. The first name, CALL, clearly stems from the phenomenon of Computer Assisted Language Learning. Today, tablets and smartphones are prominent among the primary learning tools for foreign language teaching. Thus, the term computer-mediated language learning alone has become obsolete, with ICT, Information and Communication Technology, being the most commonly used term today (Kétyi, 2016). Another general research characteristic of the use of ICT tools in foreign language teaching is that empirical research is scarce and that both the literature and empiricism are relatively limited. However, as technological advances make towards research, it is expected that the number of studies will increase. CONCLUSION The theory of constructivism is an underlying phenomenon in many aspects of foreign language teaching. We have seen how important it is to understand its dynamics as it impacts the development of autonomous learnership, the process of differentiation or even the assessment of the students. It affects classroom work and thus influences directly the teacher’s job too. The paradigm-shift in teaching foreign languages can be well supported by understanding the tenets of constructivism and by moving the focus from the teacher’s omnipotent role to that of the student, while deconstructing frontal teaching, traditional classroom environment and promoting the awareness and independence of the students. 1. Introduction English is said to be the world‟s most important language having communicative and educative value as it provide access to knowledge, power and material possessions. Various commissions from time to time have highlighted the importance of English language. The Radhakrishnan University Education Commission (1948) pointed out that “of under sentimental urges we give up English, we would cut outcomes off from the living stream of ever-growing knowledge.” Kothari commission (1964) in its report stressed that English would play a vital role in higher education as an important “Library Language”. Of late National Education Commission (NEC) (2007) considered this language as an important determinant of access to higher education, employment possibilities and social opportunities. Moreover, with the growing importance of computers in every field, the English language has received a further boost. Even United Nations organization (UNO) in year 1945 gave it the status of its official language inter-alia as they considered that practically social and economic exchange between people of different countries and cultures is possible through this. Keeping in view the importance of interpersonal, Inter- institutionalcommunication through English language, the need of the hour is that English language is to be taught at different levels of educational system through new approaches of teaching so as to make our students active learners. 2. Paradigm Shift: From Traditional Approach to Constructivism Conventional Teaching Approach has remained dominant at the secondary as well as senior secondary level in our education system in which learning has focused on teacher centeredness and students are passive receivers. In Indian classrooms, in general, this Approach is adopted where most of the times, „chalk and talk‟ method is used for spoon feeding the content unlike the new approaches that require active participation on the part of students. Approaches like cooperative learning, blended learning, flipped classroom and smart classroom enable the students to participate actively in various activities. Among those; constructivism is such approach which engages the learners in such a way that they construct their new knowledge by correlating it with their previous experiences. 2.1 Concept of Constructivism Constructivism is an innovative strategy in which students construct their knowledge themselves through interaction with each-other on the basis of previous experiences. It is student-centered rather than teacher-centered in which teacher acts as a facilitator. Constructivism considered that knowledge is not a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge (Sharma, 2014). It is based on interests, general and specific abilities, attitudes, achievement, aspirations and motivations of students. This strategy offers flexibility, motivation, adaptation, creativity and versatility for the teacher and the students. It encourages students to learn through personal experiences along with others‟ help and suitable learning material (Grabe&Grabe, 1998). Because of these salient features of constructivism, if this strategy is fruit to use in English teaching and learning, learning on the part of the students will be more enjoyable.It will remove hesitation and develop confidence among students during the basis of the success of the group as a whole (Stavin, communication in English asIt is an arrangement in which 2000). students work in mixed ability groups and are rewarded on 2.2 Historical perspective of constructivism Constructivism has deep historical roots. The learning theory of Constructivism evolved from the extensive study of cognitive development by Swiss psychologist Jean Piaget(1896–1980) and the Russian psychologist Lev Vygotsky(1896–1934). Their study of development provided the foundation for the psychological theory of constructivism. Constructivists believe that children develop knowledge through active participation in their learning (Rummel, 2008, p. 80). Jean Piaget (1896–1980) defined accommodation and assimilation as ways for new knowledge to build upon previous knowledge.Socrates(470399 BC) focused on helping students construct meanings on their own rather than having authority figures transmit information to them. Immanuel Kant (1724– 1804) built upon this by recognizing that the way learners perceive stimuli from their environment shapes their understanding of the world. In the early 20th century, John Dewey (1859– 1952) proposed that education should work with students' current understanding, taking into account their prior ideas and interests (Bhattacharjee, 2015).Lev Vygotsky (1896– 1934)placed more importance on the social context of learning.“How constructivism is interrupted and whether the learning strategies account for individual and social diversity are issues that gain limited Attention during curriculum development” (Gulati, 2008, p. 184). He helped increase awareness of the interactions between the individual, interpersonal, and cultural historical factors that affect learning. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences (Fosnot, 1996; Steffe& Gale, 1995). Some other philosopher such as Maria Montessori(1870-1952), also contribute in the history of constructivism. Many studies have been conducted in the field of constructivism since it came into practice in the field of education. A study was conducted by Santmire, Giraud, &Grosskopf (1999) and compared learning achievement of two groups of elementary school students. The researchers found that students who learned through social-constructivist approach to education and took a standardized test secured higher grades than their counterparts who were instructed traditionally in the classroom. The students‟ participation in such projects enhanced their academic performance as well. John Suck, Kim (2005) investigated the effectiveness of constructivist teaching approach on students‟ academic achievement, self-concept and learning strategies of 6th grade students. Kim found that constructivist teaching is more effective than traditional teaching in terms of academic achievement. Similarly, Dhindsa, &Emran, (2006) asserted that “knowledge is constructed through observation, reflection and interaction with the surrounding environment such as their peers, teachers or technology”. Zehr (2006) found that a collaborative approach to teaching in an English Language Classroom was highly effective in helping Laotian first graders increase their English abilities and become more comfortable working in the inclusive classroom. Mostly these studies suggest that constructivism plays a positive role in promoting activities and initiatives of student and teaching effect in English class. 2.3 Assumptions of constructivism Merill (1991) outlined the following assumptions of Constructivists theory: 1) Learning is a personal interpretation of the world. 2) Learning is an active process in which meaning is developed on the basis of experience. 3) Learning should be situated in realistic setting; testing should be integrated with the task and not a separate activity. 4) Conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representation through collaborative learning. 2.4 Types of Constructivism Cognitive constructivism It is based on beliefs, previous knowledge, values and selfconcept and deals withhow an individual constructs hisunderstanding of the world around him. This type of constructivism is found in Piaget‟s work. He advocates that knowledge is constructed by mapping external reality.He was not interested in knowing only the right answer to a question rather he was more inclined to find out how did students arrive at a particular answer or how information is interpreted and processed by the learner. He concluded that children‟s plays were an important part in their intellectual development.Theory of cognitive Constructivism was pioneered by Jean Piaget, mastermind of this theory of learning. This theory is also known as “Genetic Epistemology”. This theory argues that people produce knowledge and form meaning based upon their experiences. Key components of this theory are: Schemas According to Piaget every individual has his own previous knowledge and pattern of behavior when he deals with objects, individuals and situations in life. These are called schemas. For example, a child may have a schema about a type of animal, such as a dog. If the child's sole experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs. Suppose then that the child encounters an enormous dog. The child will take in this new information, modifying the previously existing schema to include these new observations. Assimilation It means to adjust new information in the existing schemas in the mind. This concept of Piaget comes into operation when the child uses his schema already present in his mind over a new problem, subject or situation. Accommodation It means to change in the existing schemas to fit in new ideas. This concept of Piaget comes into operation when the old schema does not work and the child has to adjust the new with the old. Equilibration Piaget believed that all children try to strike a balance between assimilation and accommodation which is achieved through a mechanism. Piaget called this process equilibration. As children progress through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation). Equilibration helps explain how children can move from one stage of thought into the text. Social constructivism It states that individual learns through social interaction, activities and cultural tools. It holds that knowledge is existed in social environment and individual internalizes it through working together and through interactions. The teacher's role is to be a collaborator who participates with the children in constructing reality by engaging in openended inquiry that elicits and addresses student conceptions. Social constructivism was developed by post- revolutionary Soviet psychologist LevVygotsky (1896-1934). This theory emphasizes the collaborative nature of learning. Social interaction plays a fundamental role in the process of cognitive development. He states: “Every function in the child‟s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inter-psychological) and then inside the child (intrapsychological)” (Vygotsky, 1978). 3. Role of 5ESConstructive Instruction Model (CIM) in Promoting Basic Communication Skill in the English language 3.1 Engage In the very first phase of 5E Model of Constructivism i.e. Engage, an attempt is made to activate prior knowledge of students by engaging them in a problem which have connection with their previous knowledge. In this phase, students are engaged by asking a question, defining a problem and showing a surprising event. Here, the role of the teacher is that of a facilitator where he/she will create interest, generate curiosity, raise questions and encourage the students for response. He also sets the rules and procedures for the activity. The students try to solve their problem by listening, reading books, searching other source of knowledge such as internet, interacting with each other and writing. In this way, involving themselves in these activities, they will develop their all basic communication skills which are required to communicate in the English language. For example: Write names of each article which you are seeing in your classroom. Expected Response: Blackboard, Bench, Table, Computer, Book etc. 3.2 Explore In the second phase of 5E Model of Constructivism i.e. Explore, an opportunity is given to the students to extend the knowledge of the first phase. Students are provided enough time to think freely, generate their own ideas, plan, investigate and organize collected information and record observation and ideas. They work together in teams. Here, the role of the teacher is that of a facilitator where he/she will observe, listen to students as they interact, encourage to work together and ask probing questions to redirect the students‟ investigation when necessary. As they work together in teams, students will build a base of common experience which assists them in the process of sharing and communicating in English. Example: Can you give synonyms of any five articles which are available in your classroom. Expected response: Book – Handbook, Table – Bench, Blackboard – Chalkboard, Notebook – Copy.  Figure: Component of Constructive Instructional Model 3.3 Explain In the third phase of 5E Model of Constructivism i.e. Explain, students are encouraged to explain their observation and findings in their own words in the learning cycle. Teacher will also ask for justification and clarification from students. In this phase, communication will occur between peers, the facilitator, or within the learner himself. This phase is also student-centered because students are given opportunity to discuss, listen critically the explanations given by the teacherand their peers, raise questions about what they hear and add their own explanations so as to engage in active learning. Example: Explain the uses of any two articles in your own words? Expected Response: Blackboard - A blackboard is defined as a flat surface feature, it can be a board made of wood, fiber or sometime made plastered on the wall of the class.It as teaching aids is very important tools used by a teacher to facilitate learning and improve reading and others skills. It is used to reinforce skills or facts and relieve anxiety, fears or boredom because teaching aid is like a game. It is also used for highlighting the main heading of the passage. Computer – It as an aidto the instructional process are the latest arrival in the field of education. It makes teachinglearning process enjoyable by including audio-visual skills. All types of relevant knowledge and information regarding the teaching and learning of the topics of school subject can be easily available through the service of computer technology. As a perfect tutor, it can very well maintain a perfect interaction with the individual students. In its tutorial capacity, it provides instructions, asks and answers questions, assigns and checks the homework. 3.4 Elaborate In the fourth phase of 5E Model of Constructivism i.e. Elaborate, an opportunity is given to the students to use their previous learned information as a vehicle to enhance a deeper and broader understanding and investigate new ideas. They can practice learned skills, refine them and change their behavior. Teacher encourages the learners to apply and extend their understanding into new contexts. In this phase, Students will extend their knowledge by reading, writing and interaction with each-other. Thus, they will develop all basic skills of communication which are required in English through these activities. Example: 1. Students understand the term „Articles‟. 2. Students can discriminate between blackboard and computer. 3.5 Evaluate The final phase of the 5E model of constructivism is Evaluate. This phase allow the teacher to determine if the learner has attained understanding of concepts. Evaluation can occur at all points along the continuum of the instructional process. The teacher may evaluate the learners‟ achievement by asking open-ended questions, observation structured by checklists and students interview. Students may evaluate their progress by interaction to each-other in this phase. Concrete evidence of the learning is most valuable in communication between students, teachers, parents and administrator. Example: 1. Write names and synonyms of each article which are available in your classroom? 2. What is the difference between blackboard and computer? 3. What is portfolio? Define uses of it? 4. What are similarities between overhead projector and computer? 5. Define any five articles with their uses? 4. Conclusions The conventional approach lays more emphasis on teacher. Repetitive practice, mechanical drills and memorization are the hallmarks of the traditional methods. Since English is the official language of this world, it is of utmost importance that this language has to be taught in such a way that it will help us not just to speak and write and listen but to communicate with others. Hence innovative methods help in bringing a change and most of the times for the better. It helps the students learn faster and in an efficient, interesting and an interactive manner and it is the teacher‟s responsibility to leave the traditional methods and adopts innovative strategies such as cooperative learning, smart classroom, interdisciplinary approach and flipped classroom.Among these; constructivism is such approach which engages the learners in such a way that they construct their new knowledge by correlating it with their previous experiences (Vitthal, 2015). 5es of this approach are very helpful in developing basic communication skills which are required to communicate in the English language.Therefore, constructivism approach has become an indispensible tool in the English language classrooms to find the best ways for both students to learn effectively and teachers to teach efficiently. Constructivism Didactics Group 7 Members: Carlos Rodrigo Tapia Hidalgo Evelyn Azucena Camuendo Curillo Miguel Andrés García Fuertes Karla Lissette Cualchi Peñarrieta Katerin Maisanchez Professor MSc. Patricio Davila WHAT IS CONSTRUCTIVISM? Constructivism is an important learning theory that educators use to help their students learn and is based on the idea that people actively construct or make their own knowledge Their background and previous knowledge impacts how they are able to learn. Educators can use constructivist learning theory to help their students understand their previous knowledge.  TYPES OF CONSTRUCTIVISM 1. Cognitive: Knowledge is not acquired, Interaction with information and the environment. 2. Socio-cultural: Learning and knowledge construction their building blocks, and learning 3. Radical: Cognitive and social constructivism. Learners and the knowledge AUTHORS OF CONSTRUCTIVISM 1.Jean Piaget (1896-1980) The theory of cognitive development children construct their knowledge 2.Lev Vygotsky (1896-1934) The social-cultural theory of cognitive development culture plays an important role 3.Jerome Bruner (1915-2016) The importance of structuring the teaching content  CONSTRUCTIVISM IN EDUCATION The teacher has a role in creating a collaborative 03. 1.Teachers act as a guide or facilitator. environment where students are actively involved in their Teachers acting as guides or facilitators fostering active learning, own learning. critical thinking, Constructivist classrooms rely on four key areas to be independent exploration successful: 01. 1.Shared knowledge between teachers and students 04. collaborative and interactive learning 1.Learning groups consist of small environment numbers of students. process of knowledge acquisition and students are organized i sharing. collaborative learning and interaction. 1.Shared authority between teachers and 02. students. collaborative approach to education voice and influence in the learning Constructivist classrooms often have teachers who do process. small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.  ODOLOGIES METH Constructivist methodology Interior, active, and participatory construction Knowledge is related to practical situations. Useful and important learning  CONSTRUCTIVISM METHODS Constructivist teaching considers that human learning is an inner construction. The essential characteristics of constructivist action are basically four: 1.-It relies on the conceptual structure of each student, it starts from the ideas and preconceptions that the student deals with on the subject of the class. 2.-It anticipates the conceptual change expected from the active construction of the new concept and its impact on the mental structure. 3.-Confronts the related ideas and preconceptions of the teaching topic with the new scientific concept he/she teaches. 4.-He applies the new concept to concrete situations and relates it to other concepts of the cognitive structure in order to broaden its transfer.  Active Development of Reflection and construction of Autonomy Metacognition knowledge explore, ask questions, and actively seek answers Individuals analyze and evaluate how they Based on their experiences, acquire knowledge, how it relates to what interactions, and reflections Processes of they already know, and how they can apply Constructivism it in various situations Social Contextualized Interaction Learning Collaborating, discussing, and sharing viewpoints allows individuals Learning environments  References Carretero, M (1993) “Constructivismo y educación” Editorial Aique. Argentina. ¿Qué es el método pedagógico constructivista? (2019, enero 10). bbmundo. https://www.bbmundo.com/especiales/especial-educacion-2019/que-es-el-metodo-pedagogico constructivista/ Serrano González-Tejero, J. M., & Pons Parra, R. M. (2011). El constructivismo hoy: enfoques constructivistas en educación. Revista electrónica de investigación educativa, 13(1), 1 27. https://www.redalyc.org/pdf/155/15519374001.pdf Ortiz,D (2015) El constructivismo como teoría y método de enseñanza. Sophia, (35) https://www.redalyc.org/pdf/4418/441846096005.pdf Cuenca, A. G. (2012). Metodologías constructivistas en las aulas de Educación Infantil. 2012_07_23_TFG_ESTUDIO_DEL_TRABAJO.pdf. Docentes Algar, Editorial. (22 de 05 de 2020). Método constructivista para aprender a leer y escribir. ¿Qué es? Algar: https://docentes.algareditorial.com/blog/22/constructivista aprender-a leer#:~:text=%C2%BFQu%C3%A9%20es%20el%20m%C3%A9todo%20constructivista,riendas %20de%20su%20propia%20educaci%C3%B3n. Thank you very much