Child Centered Vs Standards Driven : The Case For Constructivist Teaching

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Child-centered versus Standards-driven: The Case for Constructivist Teaching
Jacob Daniel
EG 5023
July 24, 2014
Dr. Carrie Abood

Child-centered versus Standards-driven: The Case for Constructivist Teaching The educational philosophy of teachers significantly impacts an educator’s teaching style, and thus greatly impacts student learning. The philosophy of an educator affects the way they prepare for their classes, and essentially it aids in the formation of his or her teaching methodologies. In the United States, standards-driven learning has traditionally involved having students repeat newly presented information in reports or on tests. Child-centered teaching practices, in contrast, help students internalize, or transform, new information. If the goals of teaching school subjects are to be successfully accomplished, teachers of different subject areas should transform students’ engagement in subject matters from rote recall and comprehension to more meaningful analysis, synthesis, application, and evaluation via child-centered teaching models and methods. Child-centered teaching methods are primarily influenced by the philosophy of constructivism. Rooted in the field of cognitive science, constructivist pedagogy is especially informed by the ideas of John Dewey and William James; the later work of Jean Piaget; and the sociohistorical work of Lev Vygotsky and Jerome Bruner. Brooks and Brooks (1993) describe both the constructivist pedagogy and the

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