Constructivist teaching methods

art in social studies requires moving beyond art appreciation toward nurturing a higher awareness level of inference and critical interpretation. In order to assist students in this process, the authors for this article have developed a scaffolding method (REED-LO) that supports the interpretation of a work of art and a Web 2.0 tool that is a freely-available Web-based Art Interactive Tool (WAIT) that enables students to virtually visit the selected works of art from a museum. Although it may be difficult

the strategies and methods used for teaching. where as some theorists believe that the learning is the result of making the information available to the learner in a way such that they can efficiently grasp it and use that information practically. To further increase the efficiency of the learning methods ,four theories are there.they are Behaviourist , cognitive learning, constructivism and classical conditioning theory of learning. each learning theory states different method for designing the learning

Additionally, this paper will explore what these theorists believe to be the most effective way to teach the visual arts to young children and what role the early childhood educator plays in supporting their development. In a discussion of Piaget, the constructivist theory will be explained and connected to the visual arts education. The socio-cultural theory and social development theory will be closely examined when

results, teachers must shift their way of thinking from content- focused based design to a result-focused approach. Using backwards design is a very useful method for planning meaningful lessons. The idea behind backwards design is to teach and plan towards the ‘end goal’ or learning point. As educators, we cannot decide which materials or methods to utilize during instruction until we have identified specific concepts and skills we want our students to learn. By focusing on required end results, it

popularity as a "new theory" in education. In reality, the theory traces its roots through Piaget and Dewey to Kant. Constructivists align their beliefs with Kant’s writings on the interaction of the innate mind structures with the world. The individual can never know the "world-in-itself," only the world as it is constructed in the individual’s experience. Piaget traced his constructivist roots to Kant but Piaget sought to identify the structures of the mind behind the cognitive behaviors characteristic

teacher or not, come second to a student 's affective well-being. My philosophy of education follows somewhat of a social constructivist approach. Social constructivism can be described as socialization, a process of acquisition of skills, knowledge, and dispositions that enables the individual to participate in his or her group or society (Sivan, 1986). I feel that my teaching methods and beliefs are in line to what the premise of social constructivism is based on. According to Swap & Walter (2015)

Being the science of teaching, pedagogy encompasses the complexity of a teacher’s work. Roget (1997) defines pedagogy as “the act, process or art of imparting knowledge and skill” (Roget, 1997). This module has developed in me the appropriate pedagogical knowledge and skills and helped me evolve as a beginner teacher. Since the start of the module, I have discovered many new dimensions to teaching which has been added to my philosophy of teaching. The teaching and learning process concerns

constructed classroom environments that are aligned with carrying out stated curriculum goals have demonstrated higher achievement scores than when schools provide mediocre environments for learning an essential academic tasks of reading and writing. A Constructivist Approach to creation of classrooms that are well managed and offer the proper day to day work for learners, is to create optimal routines and expectations include Instructionally planned environments that used instructional strategic vision to

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. Constructivist approach explains the ways in which learners make their own personal sense of learning tasks, the environment, the teacher, and the actual process of learning. Constructivism has strong links with humanism, as both are concerned with the individual's

In order to “To prepare for the world of tomorrow” (Angileri, 2006, p.2) Evidence suggests that Social Constructism is best suited for teaching Mathematics in the Early years setting. Social Constructism is a learning perspective based around building on a child’s existing knowledge and prior experiences. Social Constructivists believe that by scaffolding a child’s learning in a way that each child will ‘construct’ their own understanding of each mathematical concept will give each child a sense