Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans. This practise of effective teaching and learning has relatively new in classrooms but has already made a great difference in the students’ abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the student’s point of view rather then the necessity of a correct answer. The child is then able to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, seeking answers, comparing situations and establishing links between different ideas.
Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
Thus, effective formative assessment must help students answer the following questions: 1. Where am I trying to go? Students need clearly articulated, concise learning targets to be able to answer this first question. Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success. Teachers should continually help students clarify the intended learning as the lessons unfold—not just at the beginning of a unit of
Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1.
Students need to be able to learn how to become effective problem solvers. They should be able to identify problems, evaluate those problems and then decipher a way to transfer their learning to those problems in a way that will bring about a solution. If a student is able to perform in a problem solving situation a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structured. This is the theory behind Constructivism. 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.
In addition to meeting these personal goals, teaching would allow me to reach out to area students and help them build character and acquire knowledge. The classroom is a complex society. In each room, there must be an atmosphere in which students of all backgrounds can learn. By being a constructivist one can combine the elements of essentialism, progressivism, behaviorism, perennialism, and existentialism to form a successful teaching philosophy and therefore a successful classroom. Below, I will discuss how these ideas can be combined for success.
Instruction can be designed around different learning styles and connect prior knowledge to new knowledge, and so can the assessment. As a result, the assessment of those activities will also vary. "Students then need varying opportunities to demonstrate their knowledge based on the teaching, hence differentiated assessment" (Watson, 2008, par. 2). Conclusion Teaches use different factors that help reach their students potential.
The ultimate goal of critical literacy and content literacy is enabling students to be able to analyze and evaluate text. These skills allow students to look for biases in text and evaluate what the author’s purpose is in order to determine their own thoughts on the topic. Understanding critical literacy and content literacy makes it possible to see the theoretical connections between the two. One connection that exist between critical literacy and content area literacy is that learning is an active process and it requires the learner to be engaged and involved with the learning process and material. Another connection is the idea that students can use background knowledge and combine it with what they are learning to gain new knowledge and understanding.
This can be as simple as a good grade (performance) or as deep as the knowledge being central to the student’s future development or career goals (learning). By use of all tools available to gain insight into the motivations of the students and use of these to build lessons and create opportunities will result in the desire to learn. Through intentional actions to master the subject matter and teaching skills and effectively reading the students, the material can be presented s obtainable. All of these skills are used to make the material meaningful to the students. 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.
Collaborative assessments allow students to get involved in the assessment process. Students who are included in this process are better able to take on a dynamic role in their own learning. When students have a clear grasp of their own strengths, weaknesses and abilities they are better able to set, monitor and meet learning objectives. Self and peer assessments are two examples of formative assessments that permit students to become engaged in their own learning. They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles.