differentiated to each individual learner. Lessons allow for student autonomy through choice and relevant information built on his or her prior experiences. However, the teacher must control the balance of challenge and skill so that each student learner is able to establish flow, and thus, engagement. transformative learning theory. As students are allowed to construct new knowledge and have high levels of engagement through the flow of activities, there should begin to be the application and use of the new knowledge. This requires a transformation of the student in terms of learning. The developer of the transformative learning theory, Mezirow, defines transformative learning as “the process of using a prior interpretation to construe …show more content…
This means each individual learner can construct their own knowledge at their own rate, and the learning is independent of each person. Constructivism according to the authors has obvious benefits in an educational environment because it centers on authentic experiences in the real world while allowing a learner to build their own knowledge of that experience. That means a science and math classroom can utilize a variety of pedagogical techniques while also harnessing individual student autonomy, cognitive ability, and learning preferences to develop the critical thinking skills required for success in STEM. Thus, student learning is particularly influenced through learning styles, such as the 4MAT model and Theory of Multiple Intelligences, as well as student motivation that trigger transformation in the learning process. student learning preferences.
4MAT.
The 4MAT model for teaching students is based on Bernice McCarthy’s four learning styles. As an instructional strategy, 4MAT functions through “designing and using multiple instructional strategies in a systematic framework to teach to these [brain processing] preferences can improve teaching and learning” (McCarthy, 1987). The model suggests that all four of the learning styles should have an equal opportunity to shine. Thus, teaching strategies should encourage “bilateral hemispheric engagement” and stimulate both the right and left hemisphere when learning (Beck,
Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process
The benefits of constructivism for teachers and learners, in an ideal setting include focusing on students allowing students the time and opportunity to investigate big ideas, and along the way helping them to understand concepts and skills, rather than just memorizing and regurgitating facts or ideas. Constructivism engages students’ natural curiosities to help them find answers to the questions inherent in their minds (Constructivism). Intrinsic motivation would be expected to be high when students are provided the freedom to choose their course of learning and given the time to investigate until questions are answered.
Learning Differences: In order to support learning differences in the classroom, I will modify my lesson plans accordingly to meet the needs of every student. I will ensure that instructions are clear and easy to understand. I will break the learning into small steps, and supply quality feedback when needed. I will also model what needs to be done, to provide an example for my students. In order to support learning differences, as a Teacher I will modify my lesson plans.
The constructivist pedagogy is when people learn through having different experiences and then using
STEM stands for Science, Technology, Engineering, and Math. When talking about STEM education, it means incorporating these four subjects into school curriculums (NSF, 2015). Rather than teach these subjects individually, STEM education involves teaching all these subjects together. Instead of presenting this information to the students in a lecture form, they will learn this information in a hands-on environment. This allows students to explore through hands-on and inquiry-based learning. This type of learning is ascribed to the constructivist philosophy. The constructivist theory states that children actively create their own knowledge or reality based on interactions with people and things. In a constructivist classroom, the teacher is more a facilitator who encourages social learning where the children collaborate. Two well-known constructivist theorists are Vygotsky and Piaget ((Bullard, 2014, p. 71).
Following the ONE Decision seminar, a transformative learning shift resonated with me. Jack Mezirow, professor and leading Transformative Learning thinker describes, “Transformative learning refers to the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action.” Following this seminar, I began looking at my life, how my beliefs were formed and I questioned what kind of life I wanted to lead. Transformative learning took place for me following my involvement in teaching the ONE Decision seminar and I began gaining greater control over my life as a “socially responsible, clear-thinking decision maker.” I began discovering how the beliefs I held as a child were not necessarily beliefs I wanted to hold as an adult. Beliefs that I needed to please others in order to have worth and to be liked were not in line with my ONE Decision. I saw how my current view of the world was not in support of the type of lifestyle I wanted to lead. Mezirow writes that transformative learning “demands that we be aware of how we come to our knowledge and as aware as we can be about the values that lead us to our perspectives.” Through my assignments, research, writing, and coaching, I became capable of
This issue is a controversy. The reason learning styles are such a controversial issue because learning styles theories have been criticized by many due to the lack of evidence to support this topic on the idea that people are somehow a particular type of learner (Coffield, Moseley, Hall, & Ecclestone, 2004). Moreover, several psychologists and neuroscientists questioned the scientific basis on which learning theories is established. Also, several educational psychologists believe that there is little to no evidence to support the efficacy of most learning style models because the models often rest on dubious theoretical grounds (Curry, 1990). Even though there is more evidence to support the lack of evidence on this topic that
This section of the monograph provides a brief overview of transformative learning theory from the perspective of Jack Mezirow. Also discussed are the conditions that need to be present, from his perspective, to foster transformative learning. Its intent is to provide a synthesis of its major premises, not an exhaustive discussion, that includes enough information from which to understand the implications and insights gained from discussing the various unresolved issues about transformative learning theory. This overview is followed by two alternative perspectives of transformative learning: Boyd’(transformative education) and Freire’(social transfors s mation) that contribute to our
Jack Mezirow is credited for developing transformative learning theory. This theory maintains that the manner in which learners understand their sense and skills is vital in developing meaning that supports learning (Instructionaldesign.org, 2014). According to Mezirow’s theory, there are two types of learning: communicative and instrumental learning. While
It is in this article that Beck matches three teaching strategies to learning style preferences. During which he attempts to link the 4MAT system, Dunn’s LSI, and the Renzulli & Smith’s LSI to teaching strategies associated to display individual learning preferences linked to the brain’s hemispheres. The 4MAT system and Dunn’s LSI is teacher driven teaching strategies while the Renzulli & Smith’s LSI allows student input into their teaching strategies. In linking the 4MAT system to teaching strategies, Beck further explores why certain teaching strategies are more successful and hemispheric appropriate when adapted to their individual natural tendencies. Student learning tendencies are associated with left- mode, right- mode, or multi- mode tendencies. Dunn 's LSI includes a wide range of motivations that teachers should consider when determining individual learning styles that may include psychological and cognitive variables. However, Renzulli & Smith’s LSI permits student to provide their input to list their favorite to least favorite activities. All three LSI have significance, but it is ultimately the teacher’s role to provide opportunities for each student to unharness their potential.
Constructivism in the classroom usually means students are engaged in activities like experiments, or real-world problem solving to increase knowledge, followed by a reflection of how their understanding of the concept has changed (Brooks, Ed.D, n.d.). Cognitivism methods of instruction are commonly integrated with the levels found in Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis and evaluation (Bloom, 1956). The instructor must understand the prerequisite knowledge possessed by the student, and the student is encouraged to use appropriate strategies to help make the learning meaningful.
There are three main learning styles which are Visual, Auditory and Kinaesthetic. The three of these are different ways of how you prefer to learn, and how you consume information efficiently.
Teaching is a profession that is considered to be a rewarding challenging and complex role. An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on the teacher instead to act as a facilitator of learning in an open, constructivist environment and providing students with the tools to challenge themselves to develop both academically and personally. The education of students within classrooms of today is
Teachers who have a constructivist basis for their philosophy of teaching and learning are seldom satisfied to use textbooks alone. Constructivists know that students must have motivation to search for meaning and create their own understanding of the world of ideas. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.
Constructivism is the theory that humans construct knowledge and meaning from their experiences. This idea that people learn from experience and not just from hearing lectures was revolutionary and gave birth to the experimental learning approach that is more powerful than lectures and worksheets. By directing their own learning processes, students understand concepts better. In essence constructivism is the theory of how we learn.