Constructivist Pedagogy

Constructive Pedagogy: Learning by Doing

At Yardstick, we believe that children learn the best when they have an opportunity to experience the concepts they have read in textbooks. Therefore, we emphasize hands-on or activity-based learning, which ignites in them a passion for learning by doing’.

Children today need to be equipped with skills such as observation, analysis and critical understanding.  An emphasis on observation and questioning, as a skill, are at the heart of our constructive methodology.

Children pick up information when the right learning resources and technology are given to them. Yardstick uses several instructional pedagogy to make learning an enriching and joyful experience for students.

 Hand on Active Learning-It is widely accepted worldwide that children learn concepts best by hands on learning.  This entails hands-on experiences with objects, organisms, and systems. Hands-on activities are motivating for students, and they stimulate inquiry and curiosity.

For these reasons Yardstick is committed to providing the best possible materials and the most effective procedures for getting students deep into scientific concepts and increasing scientific temper. Yardstick curricula engage students to investigate experiment, gather data, organize results, and develop conclusions based on their own actions. The information gathered in such activities enhances the development of scientific ways of thinking.

Inquiry- Yardstick investigations are guided by questions. At Yardstick we break them down into discrete sub-questions as scientists must, that can be explored effectively. In pursuing answers, students usually start with free exploration of materials, followed by a discussion of their discoveries. Often new questions arise while students seek answers, leading to additional student-motivated inquiries with materials to reinforce and extend concepts.


Multisensory Method- With Yardstick curriculum, investigations naturally use multisensory methods, not only to accommodate students with physical and learning disabilities, but also to maximize information gathering for all students.

Student-to-Student Interaction- Most of the Yardstick modules are designed where students work in groups with each member contributing to management, data collection, data analysis, and reporting of results. Individual students' observations and ideas are always incorporated into group decisions. Hands-on Learning, where students collaborate in planning, action, and information processing, gives students opportunities to develop deep understanding and rich, thoughtful interactions with other points of view.

Discourse and Reflective Thinking- Discourse is tremendous exercise for the mind. Have you considered the immense complexity of converting experiences and ideas into words to be spoken or written? An idea or concept must be synthesized from the innumerable bits of stored information, that concept must then be constructed into a string of symbols we call words, and output in a sequence that conveys information. An awesome cognitive process.

This is the essence of discourse - putting ideas and experiences into words. The process requires a tremendous amount of information processing, internal verification, and validation of what is known. This dimension of elementary science is sometimes referred to as the minds-on approach to science. It simply means that it is not enough to work with materials—you have to think about what the experience with materials tells you about the world.

Discourse takes several forms with Yardstick:

Focused discussions take place in collaborative groups.

Content/inquiry sessions wrap up each part of each investigation.

Student sheets help students collect and organize data and discuss the results in thoughtful ways. (Student-sheet discourse may be an individual or a group effort.)