SUCCEED: An Instructional Design Model

The constructivism learning theory benefits teachers and students alike in several ways. One benefits is that students are given the opportunity to be involved in the learning process therefore find learning enjoyable and interesting rather than sitting, listening, and perhaps avoid learning. The same concept applies to employee training. When a trainee participates in the learning process he or she not only becomes eager and interested in the

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

Constructivism and explicit teaching styles almost appear to be opposites of one another, especially when used in the contexts of the classroom. The more I read about these two styles the more I thought that if a teacher could use both styles in a harmonious balance the students would have the greatest benefit. Not many students want to sit and listen to the droning lecture of a teacher. Memorizing facts, reading chapter after chapter with no connection to how it will be used outside of school. This old fashion way of teaching typically does not assist students in retaining information. Nor does this help with motivating students to continue reading. I also believe

I am going to discuss and focus on Lee Vygotsky and his theory of Constructivism. One of Lee Vygotsky main theories was in fact constructivism; it is interesting to read about Lee Vygotsky view on constructivism as it is about how people learn and is based on a scientific study. One of the main meanings behind constructivism is “Constructivism is people who construct their own understanding and

The great challenge for constructivism is that the world in which students and teachers interact is not utopian. Students come to class with predetermined ideas about a course, or with personal needs that distract from attention from the classroom experience. Some students are not willing or able to interact with peers due to emotional issues, thus

It is important for teachers to recognize the learning approach to take when ensuring effective learning is taking place within the classroom and schooling environment. Approaches such as the cognitivist, behaviourist, constructivist and the humanist are key theories that have been used to explain how learners learn. Three of the learning approaches will be discussed in far more depth identifying the strength and weaknesses, comparing them against one another to see what approach would be best to take when considering the ways in which teachers can work towards enhancing learning.

Many educators base their instructional design off of a theory for how the human learns. The Dick and Carey instructional design is based on the cognitive theory of learning. There are two main principles of cognitive theory Dick and Carey based their approach on: one organizes what he or she has learned; and newly learned information can be organized better for more

Constructivism is a learning theory based on philosophy, psychology, sociology, and education with subsets of research within cognitive psychology and social psychology (Brandon & All, 2010). The theory focuses on how we learn and think, rather than memorization and recitation of the quantity of information (Liu & Chen, 2010). Trial constructivism is the root of constructivism and its principles originated from Jean Piaget (Liu & Chen, 2010). In trail constructivism the learner actively seeks knowledge instead of receiving it from the environment (Liu & Chen, 2010). Ernest von Glasersfeld then built on trial constructivism and founded radical constructivism, which is a process in which the learner uses interpretations their experiences to achieve knowledge

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

The Constructivist theory defined by Harasim (2012) denotes the assembling of ones “own understanding and knowledge of the world through experience and reflecting upon that experience” (p. 12). At the center of a learners’ educational experience is themselves. Learners erect their own knowledge by deducing and managing the information obtained. The Constructivist theory focus on promoting learning assembled, relative, and incorporated with prior knowledge and experience by the learner.

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.

Constructivism encourages the learner to be active regarding how they learn, take information and concluding it to their understanding instead of being a passive learner (Piaget, 2016).

The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding. Constructivist learning “fosters critical thinking and creates active and motivated learners,” according to McClurg (2009). The educational emphasis is not on delivering knowledge nor organizing that knowledge in a prescriptive system, but rather on teaching students how to build their own understanding within meaningful contexts for lasting effect (Learning Theories Knowledgebase, 2012).

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students

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.