Constructivist Approach to Teaching and Learning

1. Learning is both an individual and a social process.

2. Students decide what they need to learn by setting personal learning goals.
3. Students construct for themselves meaningful knowledge as a result of their own
activities and interaction with others (cognitive psychology).
4. Learning strategies include: library research, problem and case-based learning, doing
assignments and projects, group work, discussions, and fieldwork.
5. Classroom teaching is a stimulus to the student’s real learning that mostly takes place
outside formal classes.
6. Unstructured classes with individualized activities, leaves for much discussion and
optional attendance.
7. Students engage actively with the subject matter and transform new information into a
form that makes personal sense to them and connects with prior knowledge.
8. Students are placed immediately into a realistic context with specific coaching
provided as needed.

b) What is Instructional Design?

It is strategic planning of a course. It is a blueprint that you design and follow. It helps us
connect all the dots to form a clear picture of teaching and learning events.

ADDIE Model

The acronym "ADDIE" stands for Analyze, Design, Develop, Implement, and Evaluate. It is
an Instructional Design model that has withstood the test of time and use. It is simply a
"device" to help us think through a course's design. Though the model appears linear, it does
not have to be followed rigidly or in a linear approach, especially if you already have course
materials developed. The table below gives an abbreviated overview of some of the
components of ADDIE.

To get a more in-depth understanding of course design, begin by clicking on the Analyze
button on the banner above.

Analyze Design Develop Implement Evaluate

Pre-planning; Design your Develop course Begin teaching Look at the

thinking about the course on paper materials and course outcomes
course assemble the with a critical eye
course

• Design of • Name • Based • Overview • Did the

course the learning on design of course students
• Audience units of phase • Expectatio achieve
• Goal Instruction • Build ns expected
• Objectives • Identify content, • Initiate learning
• Identify content and assignments, instruction outcomes?
content strategies for assessments • Interactio • What
• Identify an individual • Build n have you
Environment and unit of course learned?
Delivery instruction structure • Ask for
• Instructio • Write
nal Strategies instructions for • Upload feedback early • How can
• Assessme the learning content on (formative you make the
nt Strategies unit evaluation) course better?
• Formative
Evaluation • Name
the menu
• Constraint items for a
s learning
module

C)