How Teachers Can Use Social Constructivist Based Instructional Practices

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How Teachers Can Use Social Constructivist-Based Instructional Practices To Improve Student Achievement Yumi Kim ykim89@toromail.csudh.edu 310-200-7672 GED 501 Seminar in Learning and Development California State University of Dominguez Hills December 2014 Abstract Instructional practices based in social constructivism involve students constructing new knowledge utilizing social interaction amongst themselves and with teachers. Learner-centered classrooms require significant planning and forethought by teachers to ensure that instruction is well structured, but fluid enough to allow for student-led inquiry. This paper analyzes several studies and discussions put forth within the last five years that discuss how instructional practices, like cooperative learning, inquiry-based learning and scaffolding, are ways teachers can use social constructivist-based practices in the classroom. While most of the studies, which were mostly done within a single school in a small number of classrooms, show that cooperative learning, inquiry-based learning and scaffolding is effective, more studies are needed to demonstrated a direct correlation between these practices and student achievement on a broader scale. How Teachers Can Use Social Constructivist-Based Instructional Practices To Improve Student Achievement Many teachers are aware of the research that shows student-centered instructional strategies, such as cooperative and inquiry-based learning,

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