Didactic and Constructivist Approaches to Curriculum, Instruction and Assessment From: Moursund, D. (2003). Project-based learning using information technology. ISTE Publishing.

Didactic Teaching ~ Teacher-centred instruction Etymology: Latin docere to teach, Greek didaktikos, from didaskein to teach 1 a : designed or intended to teach {document, doctor, dextrous, doctrine, dogma, orthodox, paradox}

The didactic model of teaching is equated with a factory model of education. It has persisted for nearly 200 years and is still the dominant model of instruction in most schools. The teacher is characterized as being the “sage on the stage” and functioning in a “stand and deliver mode.

Constructivism is a learning theory that assumes a learner constructs new knowledge, building on whatever base of knowledge the learner already has. Constructivism is a relatively new learning theory, although it is rooted in the work of Dewey and Piaget. It is largely associated with the work of Jerome Bruner (science education).

Few teachers teach in a purely didactic manner or in a purely constructivist manner. Almost all teachers use both approaches, switching from one to the other as seems appropriate. However, didactic and constructivist teaching represent two quite different theories of learning. The following charts provide a comparison between these approaches to teaching/learning in three areas: Curriculum, Instruction, and Assessment.

CURRICULUM Educational ComponentDidactic CurriculumConstructivist Curriculum Concept of Knowledge Facts: Memorization. Discipline specific. Often an emphasis on lower-order thinking skills. Relationships. Inquiry and invention. Higher-order thinking skills. Represent and solve complex problems, drawing on multiple resources over an extended period of time. Instructional Technology as content Taught in specific time blocks or courses that focus on IT. Integrated into all content areas, as well as being a content area in its own right. Instructional Technology as tool ICT facilities available in a computer lab or library. Use not integrated into everyday activities. ICT facilities available in the classroom as well as elsewhere. Use is integrated into the routine of the class day.

CURRICULUM (Continued) Educational ComponentDidactic CurriculumConstructivist Curriculum Time Schedule Careful Adherence to prescribed amounts of time each day on specific disciplines. Time scheduling is flexible, making possible extended blocks of time to spend on a project. Problem solving. Higher-order thinking skills. Students work alone on problems presented in textbooks. Problems are usually of limited scope. Modest emphasis on higher-order thinking skills. Students tend to equate the word “problem” with “math problem.” Students work individually and collaboratively on multi- disciplinary problems. Problems are typically broad in scope, and students pose or help pose the problems. Substantial emphasis on higher-order thinking skills. Curriculum Structure Focus on a specific discipline and a specific, pre-charted pathway through the curriculum Curriculum is usually interdisciplinary, without a pre- charted pathway. Different students study different curricula.

INSTRUCTION Educational ComponentDidactic CurriculumConstructivist Curriculum Classroom Activity Teacher-centred. Teacher driven. Teacher is responsible for “covering” a set curriculum. Learner-centred (student- centred). Cooperative. Interactive. Student has increased responsibility for learning. Collaborative tasks. Teams. Teacher Role Dispenser of knowledge. Expert. Fully in charge. Gatekeeper. Collaborator, facilitator, consultant, learner. Instruction Lecture/demonstration with quick recall and student recitation of facts. Seatwork, quizzes, and exams. Single-discipline oriented. “Sage on the stage.” “Guide on the side.” Mentoring. Facilitating. Discovery-based learning. Peer instruction. Interdisciplinary oriented.

INSTRUCTION (Continued) Educational ComponentDidactic CurriculumConstructivist Curriculum Parent and home role. Community Help or encouragement for doing homework. Support of “traditional” education. Parents and students learn from each other. Home technology supplements school technology. Teacher – student interaction Teacher lectures and asks questions, student recites. Teacher works with groups facilitating projects. Students and teachers collaborate on rich inquiry. Technology Use Computer-assisted learning (drill & practice, tutorial, simulations). Tools used for amplification. Synchronous distance learning designed to emulate a traditional didactic classroom. Communication, collaboration, information access, information processing, multimedia documents and presentations. Asynchronous distance learning, often focusing on topics selected by the learner.

ASSESSMENT Educational ComponentDidactic CurriculumConstructivist Curriculum Student Role as a learner Listener (often passive). Quiet, well behaved. Raises hand when prepared to respond to a teacher’s question. Studies directed toward passing tests and completing required work. Collaborator, teacher, peer, evaluator, sometimes expert. Actively engaged. Active learning. Problem poser. Students learn as they help each other learn. Demonstration of Success Quantity and speed of recall. Ability to do well on standard tests. Quality of understanding. Ability to transfer knowledge and skills to new and novel settings. Use of technology during assessment Paper, pencil, ruler, sometimes a calculator. Students assessed in the environment in which they learn.

ASSESSMENT (Continued) Educational ComponentDidactic CurriculumConstructivist Curriculum Student Work- Products Most student work-products are written and private, shared only with the teacher. Occasional oral presentation. Most student work-products are public, subject to review by teachers, peers, parents, and others. Multiple forms of products. Assessment Norm-referenced. Objective and short answer. Focus upon memorization of facts. Discipline specific. Lower-order thinking skills. Criterion-referenced. Authentic assessment of products, performances, and presentations. Portfolio. Self- assessment. Peer assessment.