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@Steven Binghamyou probably already use constructivist teaching without even knowing it!

Here’s an example of how constructivism can work when implementing a new skill or system, in this case, reading the ball handler’s action as part of the R&R system. 

  1. Before we start the process of the dribble-drive action and reaction, sit them down and ask:   

    • Why do we dribble drive?

    • What should the other four be doing?

    • What’s the best/most effective action for the two offensive players adjacent to the dribbler?

      1. Why is this the best action?

      2. What other actions could there be? (Come up with at least 5 total)

        • Can you rank these in order of most effective to least effective?

      3. Draw out these actions on the whiteboard and work out the best solution on your own. 

    • Connect with at least two other players who have the same #1, most-effective action.

      • What are your other 4 actions? 

      • Combine your top 5 together to make the group’s top 5.

  2. Then I’ll have them actually try it out as a group of five and watch the actions they’ve chosen to see how it fits in with a dribble-drive action.

    • We’ll debrief as a group and discuss which action(s) were the most effective and why.

    • If a Circle Movement-type action floats to the top, we’ll discuss why players chose that action. 

      • We’ll then act that out as a group in the context of more layers to show why this reaction is the chosen one we go with.

Constructivist learning took place here through the following:

  • The main part of this is scaffolding questions.
  • There could be as many meanings/results as there are people/groups
  • There could be new/no rules and still have the same outcome
  • Learning creates meaning by doing and thinking
  • Constructing new meaning/knowledge where there might not have been any there
  • Minimal coach involvement
  • Active
  • Relevant
  • Hands on
  • Conversations/Collaborative work