paweek four per on constructivism vs behaviorism why i chose this one week four

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College of St. Scholastica *

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Medicine

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Apr 3, 2024

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docx

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CONSTUCTIVISM THEORY Week Four STEPHANIA BYRD COLLEGE OF SAINT SCHOLASTICA

1 Reading literacy is daunting when not a word on the Singapore highway signage forms a cognitive meaning or even more daunting when the desk instruction-wordage is ill-designed, so you have now attached the top to the bottom. Literacy is essential in structured society containing humans whose social and economic welfare must be considered. (Davidson, 2010, p. 1) In my classroom, a more sterile environment free of distraction and conducive for learning, each player, both student and teacher, know exactly what the daily goals are for the new introductory-words. Moreover, socially and psychologically, parents have been assured that the daily tasks will not be daunting yet challenging and students know that the daily goal can easily be accomplished if effort is expended. Today, I am using the Constructivism Theory-approach which defines my teacher- profile (personality traits and comfort level) and characteristics (style and mode) better. First, a brief overview of the Constructivism Theory. Overview Constructivism theory is a learning perspective emphasizing the active construction of knowledge of persons by doing. (Tracey and Morrow, 2017, p. 81) The theory allows the teacher to design exercises, activities and assignments from very basic-rudimentary to higher-level- thinking. This affords each student lesson involvement opportunities; thus, no one feels isolated (participation) and everyone gains some level of accomplishment (victory, thus ensuring confidence). Students who feel self-worth by being a valuable contributor and winner are (1) receptive (less resistance or reluctance); (2) become better active listeners and (3) are void of disruptive-behavior challenges. In other words, the teacher engages to improve the student’s attention and increase internal desire to master/command the reading tasks. Reflecting on

2 constructivism, McLaughlin (2012) notes that “learning takes place when new information is integrated with what is already known.” The more reader knowledge and experiences render better connections to the reading topic. (p.433) Examples of classroom activities exemplifying the constructivism theory approach follow. I deploy a myriad of activities, so each student might find their niche from day to day; the teacher and students become facilitators for the classroom exercises based on the constructivism theory approach, that is, what is already known is built upon. The activities are assembled around a platform that allows for a social constructivist perspective. This allows for attention across text, reader, and context. The student is afforded support from many potential sources; “. . ., the potential result of participating in a social situation involving reading and thinking about texts is that “each student can tap teacher and other classmates to assist them “construct not only an understanding of text ideas but also an understanding of what it means to read and think about text.” (Kucan and Beck, 1997, Retrieved from https://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/ docview/214115206?accountid=14872) Classroom Constructivism Activities Below is a sampling of a classroom activity which fosters learning in an active process of meaning, knowledge, exploration, creativity and not just passive activities or receivers of data from the teacher and text books. One challenge is to assure that the non-aggressive, shy and unassertive student becomes an active participant to reap the merits and benefits of constructivism activities. The activities represent “learning by helping students to evaluate and use what they already knew and to engage in extending or revising that understanding through collaborative problem solving”. (Kucan and Beck, 1997, p.285) Some activities are outlined:

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