Constructivism Lesson
Fall 2025 | PowerPoint, Camtasia, Adobe Acrobat, Research, Learning Theory Application, Instructor Led Workshop
Constructivism Lesson Presentation
What is this project?
During the graduate course, "Theories of Learning and Instruction" at the University of Tampa, I was tasked with creating a presentation about a specific theory of learning or instruction and a learning experience that employed the chosen theory. Due to my passion for maker-based learning, social learning, and student autonomy, I decided to choose the learning theory, constructivism, as my topic. My presentation was required to be in two parts. Part one included a detailed presentation to explore constructivism through conversation, examples, videos, and contrast. Part two involved orchestrating and conducting a learning experience that employed constructivism. To complete part two of the project, I decided to lead a workshop on logo design due to my background in brand strategy. My activity ultimately challenged learners to jump into the logo design process, learning about the steps, considerations, and obstacles along the way. I provided just-in-time instruction to scaffold the learning experience, ensuring consciousness about cognitive load, and encouraged social interaction through feedback sessions, emphasizing how social learning and unique outcomes are key characteristics of constructivism.
How did I prepare?
To prepare, I used the first half of the semester to study different types of instructional and learning theories, often creating reflections and essays about each one. Additionally, when I began deepening my understanding of constructivism, I created an annotated bibliography, providing me with strong sources to learn further and investigate specific interests like developing assessments that align with the theory. Moreover, once it was time to begin formalizing my project, I used my collected research to design a presentation with my audience in mind: my fellow graduate students. I designed a presentation that utilized visual analogies, examples, opportunities for social interaction, reflection, and chunking to establish an engaging experience. I then created the part two learning experience: teaching my classmates, in a constructivist style, how to design a logo. This development involved creating deliverables such as instruction guides, instructor guides, information sheets, and prompts. Once the entire presentation was prepared, I took time to practice my presentation and test my learning experience on peers, ensuring clarity and timeliness.
How did I put my plan into action?
After researching various theories, choosing constructivism as my topic, deepening my understanding of my choice, designing an engaging presentation, and developing a constructivist learning experience, I was ready to present my results: a 25-minute presentation and learning experience. I presented my development and was pleased to observe an engaged and highly communicative classroom. Although some peers emphasized the challenge of the learning experience task (creating a logo), I ranked in the top five for the most enjoyable experience in the class.
What were my results and lessons?
After my presentation, I received an A for my project. More than the grade, I learned many lessons that fuel my instructional approach in current and future projects. For example, one of the primary lessons I learned during this experience is the importance of alignment in all design decisions. When researching constructivism, I was especially curious about how to approach assessment development, as this theory contends that all learners have unique outcomes. By designing my learning experience to incorporate critique sessions, social interaction, and process documentation, I was able to assess student learning through metrics such as participation, effort, and growth rather than seeking one correct answer. Additionally, the importance of practicing presentations and in person training was absolutely emphasized during this experience.