In order for the learners to be able to do this we as educators must follow the four basic criterions of constructivist teaching as set forth by Baviskar, Hartle, and Whitney (2009). Those criterions are: eliciting prior knowledge, creating cognitive dissonance, application of the knowledge with feedback, and reflection on learning. The goals of constructivist learning using the four criterion are to develop critical thinki... ... middle of paper ... ...h their students. This is not to say that I do not use other teaching and learning theories/strategies, but that the most commonly used theory is that of constructivist theory. Works Cited Baviskar, S. N., Hartle, R., & Whitney, T. (2009).
Freire’s philosophies concerning teachers learning, teaching, and reflecting on the process are cyclic in nature. He interwove theory, practice, and reflection into being an effective educator. Freiree quoted Francoss Jacob when he wrote “We are programmed, but to learn” (2005, p. 124). Freire had much to say about theory and practice, urging teachers to step away from their everyday world and observe closely and critically what is happening in that realm in order to renew one’s curiosity, what he referred to as “thinking the practice” (p. 140). Within this thinking about the practice, one begins to practice better.
(1999). Constructivism in Classroom: Theory into Practice. Journal of Science Teacher Education, 10(2), 93-106. Retrieved from http://link.springer.com.ezproxy.liberty.edu:2048/article/10.1023%2FA%3A1009419914289# Ramesh, B. K. (2013). Child psychology at advertisements and theory of visual constructivism.
The readings I have done concerning postmodern techniques being used in a composition course have also seemed very appealing to me, but present a different classroom experience. James Berlin claims “in teaching writing we are tacitly teaching a version of reality and the student’s place and mode of operation in it” (235). Without dealing with the forces students are contending with I would be indoctrinating them with my own ideology and not teaching them the tools to understand and work with these systems for themselves. The problem is how can I reconcile these two teaching styles to fit into my version of a productive and successful classroom? The initial thing I would be concerned with when teaching a course such as this is how to get the students to want to do the work.
Retrieved from www.csudh.edu/dearhabermas/kohlberg01.htm Crain, W. C. (1985). Theories of Development. Retrieved from faculty.plts.edu/gpence/html/kohlberg.htm McLeod, S. (2011). Simply Psychology - Kohlberg. Retrieved, from www.simplypsychology.org Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2013).
Retrieved from http://nursingplanet.com/theory/Behaviorist_theory.html PBS (1998). A Science Odyssey: People and Discoveries: Sigmund Freud. Retrieved from http://www.pbs.org/wgbh/aso/databank/entries/bhfreu.html Rhee, S. Y. (2014). Louis Pasteur (1822-1895).
Another example could be, I think that what the participants respond is much important than fixing their thinking around few pre-defined responses. I began to realize that there is an opportunity for multiple meaning in every response. I also learned that for me, the focus of research is not about finding data that supports what I think is true, but about posing questions and listening to what the participants believe to be true for them. Past experience and prior knowledge form the basis for constructing new knowledge (Dewey 1933; Kelly 1963). According to constructivists, a classroom is not the only place where the teachers pour/ transmit knowledge and the learners just receive it.
It is better described as a compilation of various points of view from theorists such as Bruner, Vygotski, Dewey, and Piaget, all of which share the collective postulation that learning is developed by deriving meaning from experience (Bierema & Merriam, 2014). Educators have traditionally believed learning to consist of a building block sort of process where each concept learned builds on the previous concept and knowledge is the sum of those parts. Learners, therefore, are often provided information to learn without any context or relevance, which stifles the desire to learn and often causes children to resent school. Understanding adult learning and practice is founded in the constructivist learning model according to Bierema and Merriam (2014). Adult learners acquire knowledge in much the same was as primary, secondary, and post-secondary students, however, we often teach them without the same awareness and concern for engagement.
Module 08 is about Teaching and Learning Principle and practice, which I learn while studding the module, which could have change my learning ability if taught earlier. In this module I learnt about the principles which involves the standards and its explanations about the quality learning and showing hones required for building compelling learning groups. Each of these announcements is joined by a subset of parts that portray the educator's part in connection to every announcement whilst they have been created through broad conference they are not, obviously, incontestable. They are intended to be deciphered and questioned against specific learning settings and along these lines to fortify reflection and discussions about teaching method that will give beginning stages to professional research. Implications of the Principles will be built diversely by various gatherings of instructors as they associate them to particular cases of classroom practice.