Though theories abound concerning how we learn and how we should teach, there are three major theories that anyone who will teach in any capacity should understand. These include behaviorism, cognitive constructivism, and the subject of my post today: social constructivism. These three theories differ in many ways, but one of their key differences is their approach to how learning occurs. Behaviorism emphasizes hearing and reading information and adding it to our repertoire of knowledge. Cognitive constructivism involves student-centered learning where new knowledge is constructed upon prior knowledge. Social constructivism insists that learning does not happen in a vacuum and requires interaction with peers and with the world. Because of this, social constructivism emphasizes the role our culture and language play in learning.
While each theory of learning and corresponding teaching style has a time and place, I am personally a fan of using social constructivism whenever possible because of its emphasis on diversity, equity, and inclusion of our peers and their ideas. While cognitive constructivism allows for student-centered learning which is proven to be effective, social constructivism takes the same ideas and places in collaborative settings. In order to be successful in collaborative settings, social constructivist learners need to be willing and able to learn from their peers. Great examples of social constructivism in learning include class debates, open-class discussions, long-term group activities, and more. One of my favorites is called the “Fish Bowl” debate.
A “fish bowl” debate involves separating learners into groups of 3, thereby fulfilling the collaborative necessity of social constructivism. Next, each group should be given a debate topic or the same topic can be assigned to each group. One member from the group should take the “pro” side, one should take the “con” side, and the third should be independent. The independent person will hear both sides, take notes, and choose which argument is most compelling. This requires students to hear each other out and learn from one another’s perspectives, fulfilling another important aspect of social constructivism. You could also use this same idea and have one group of 3 follow the steps listed above while the rest of the class listens and takes notes. When the group of 3 debate has wrapped up, invite the rest of the class to share their thoughts on the opinions and ideas they just heard.
Social constructivism recognizes the impact that our surroundings play on our understanding of the world. Rather than try to force individual learning, this theory proposes a learning environment where our ability to learn from one another is fostered, grown, and improved. Structured class debates such as the “Fish Bowl” debate are great ways to challenge students to share and receive learning with their peers.
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