Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing.
The teacher has an opportunity to negotiate the content and goals of the lessons with the students, so that the classes are more lively, meaningful and beneficial to the students. By involving student in pair work and peer work teacher foster cooperation, participation and interaction between the students, which builds their sense of belonging and community where it is the most important part to be noticed. The importance of learner autonomy is acknowledged thus it makes the learners to be more responsible for their learning. Constructivist instructor explores the world of knowledge along with their students, facilitates the process of learning, inspire and motivates learning, inspires and motivates - acts as a mentor or a supportive and understanding coach. This constructivism approach helps the students take active part in their learning which contributes to their
This concept takes the responsibility from the teacher and places it with the student. This approach is in line with Merriam’s theory of Self-Directed Learning in The New Update on Adult Learning Theory. In this approach, self-directed learning is identified as a concept that believes that learning progress from childhood to adult hood. Students are self-directed and instructors are able to tailor their instructional methods to meet the needs of these students. This approach support the concept of distinguishing whose responsibility it is to learn.
Both Piaget’s and Vygotsky theories are admitted that teacher’s role is to facilitate and give guidance instead of giving the command to children itself. Questioning and answering method is being used and forms of teaching are given in both theory. The educational implications of Piaget’s theory are focusing on the concept of relevant education, like materials, curriculum, and instructions. According to Piaget’s theory in the classroom, students are given a simple practice skills to a complex technique. The educator is also recommended to provide wide range of experiences to develop student concept of learning.
So for learning to occur the student must have a meaningful experience and the teacher’s role is to create the environment which transforms data into knowledge. When the instruction takes on meaning in the eyes of the student the data will transform into knowledge. Worldview & Philosophy of Life “I can't go back to yesterday because I was a different person then.” ― Lewis Carroll, Alice in Wonderland Many p... ... middle of paper ... ...pon two principles, knowing the student, and knowing myself. By knowing the student I can better understand the environment in which they developed and current environment in which they judge value and meaning. By knowing myself, I ensure that I am where I need to be mentally, emotionally and spiritually.
By creating a personal interpretation of external ideas and experiances, constructivism allows students the ability to understand how ideas can relate to each other and preexisting knowledge. A teacher must then recognize the importance of the cognative and social approaches for learning and teaching so that she may aid the students' development in constructivist learning. Both approaches are valuable because one will emphasize the role of cognative processes and the other will emphasize culture and social interaction in the role of meaningful learning. One, however, may wonder how to go about enforcing these approaches. One method is through scaffolding, providing a student with sufficient information to be able to complete a task on his own or, to present a gradual decrease in the amount of help availible allowing the student the capacity to work independantly.
Student-Centered Learning missing works cited Definition(s) There are several ways that student-centered learning can be described, and they all lead back to the same basic idea, the student. First, student-centered learning can be defined as a discipline that involves the interaction of a team of students that experience creative learning to be used in the real world (Thornburg, 1995). Thornburg (1995) also mention that students are essential to the classroom, just like a team member is essential to a game. He says that teachers are part of the definition of student-centered learning, but they are not the main attraction. The students are the focus, and the teacher is the one who can assist among small groups of students.
It requires teachers to move from the traditional instructional model to one that engages teachers and students as partners in learning, with the teacher functioning in the role of facilitator or coach rather than leader or all-knowing authority. It requires the use of problems that have real meaning to students, thus motivating them to reach a solution. Educators and special reform groups in other subject areas refer to a process known as "problem-based learning," which has many similarities to the problem-solving approach. In problem-based instruction, all learning is done in context, within the learner’s social environment. Learning occurs as students negotiate with others and evaluate the viability of each individual’s understanding (Savery and Duffy 1995).
Learning theories Learning theories help in describing how the information is being immersed, managed, and recollected during the process of learning. Factors such as intellectual, sentimental, past experiences and environmental issues play an important part in the learning process and to acquire knowledge. Behavioral theories Behaviorism, as a learning theory, is based on a change in knowledge through controlled stimulus/response conditioning. This type of learner is dependent upon an instructor for acquisition of knowledge. The instructor must demonstrate factual knowledge, then observe, measure, and modify behavioral changes in specified direction.
Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do.