The 's Views On Constructivism

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

Another problem that inhabits the educational system is teachers who are unprepared to prepare students for the many standardized test that are given. An example would be that the average teacher in Finland must go through a grueling curriculum in order to become teachers (Schneider, and Christison 30-32). This shows that we lack in preparing our teachers to teach. This of course also leads to unpreparedness from students, to low test grades and a loss of interest. Teachers should become more flexible in the way they teach, allowing creativity and a way for the student to gain feedback from the teacher to want to learn more of the subject (Slon 47-49).

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

Constructivist teaching. Muijs and Reynolds (2005) interpreted that the principles of constructivist teaching consider all learners construct knowledge for themselves, rather than absorbing knowledge directly from the teacher. This means that every pupil will learn something slightly differently from a particular lesson given. The assumption that pupils are active knowledge constructers has several consequences. For examples, the learners need to be active in order to construct knowledge or to learn effectively, teaching is about helping children construct their own meaning rather than training them to get the right answer without the actual understanding of the concept, and pupils learn best when new lessons are clearly related to what they already know,

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

In this class educators read, researched, and possibly changed their thinking on the following three theories: behaviorism, cognitivism, and constructivism. Throughout these theories educators must include the social cognitive theory. This paper will discuss each theory as to an educator’s thoughts and how they are applied throughout daily teaching in the classroom.

Constructivism is learning through experiences in our environment. Using this method we are essentially teaching ourselves through occurrences in our environment. This method of learning is demonstrated In a early childhood classroom by teachers providing guided opportunities that allow for children to explore their environment in various ways. At the end of these activities the teacher typically initiates a class discussion on the information learning through an activity. An example of an activity you may see in a classroom could be a scavenger hunt where the students find an object to match every color; this could take place inside or

Social constructivism’s origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that social constructivism is the idea that learning occurs when people are socially active; in other words, learning is created through our interaction with others. In a constructivist style classroom, the focus shifts from the teacher teaching the students to the students teaching each other and having more control over what they learn by asking questions and coming up with their own conclusion on things (2016). This style of teaching can be very successful when the teacher provides enough scaffolding. In a typical classroom, you have a teacher standing in the front of the room lecturing to students while they sit and take notes on the information being given so they can spit it back up for a test they will have at the end of the unit. In the constructivist style classroom, the students are pushed to be more active and engaged in their learning process (Education Theory). The teacher creates an environment where students are urged to speak up and share what they think and have the class run more on a student run process. The teacher’s role in this style is not to sit and lecture information but rather engage students actively to find this information on their own and discover it so that it creates more meaning and provides a better understanding. The main goal in this type of learning environment is problem solving. This style of teaching promotes self-guidance and can even

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

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.

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.

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).

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

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