The Lord will keep you from all harm, he will watch over your life; the Lord will watch over your coming and going both now and forevermore.Psalm 121:7-8
Humor
School is practice for future life, practice makes perfect and nobody's perfect, so why practice?
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Constructivism is a learning theory found in psychology which
explains how people might acquire knowledge and learn. It therefore has
direct application to education. The theory suggests that humans
construct knowledge and meaning from their experiences. Constructivism
is not a specific pedagogy.
Research support for constructivist teaching techniques has
been mixed, with some research supporting these techniques and other
research contradicting those results.
We invent our own concepts and ideas, linked to
what we already know.This
“meaning-making” theory of learning is called ‘constructivism’.
For example
Groups of students in a science class are
discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses
on helping
students restate their questions in useful ways. She prompts
each student to reflect on and examine his or her current
knowledge.
When one of the students comes up with the
relevant concept, the teacher seizes upon it, and indicates
to the group that this might be a fruitful avenue for
them to explore. They design and perform relevant experiments.
Afterward, the students and teacher talk about what they
have learned, and how their observations and experiments
helped (or did not help) them to better understand the
concept.
Constructivism Learning Theory
So it is important to use teaching methods
that:
Require students to
form constructs that is require them to form their own meaning or
interpretation of the material being studied
Allow the learner and the
teacher to detect misconceptions, errors and omissions in learning and correct
these.
In the classroom, the constructivist view of learning can point
towards a number of different teaching practices. In the most
general sense, it usually means encouraging students to use
active techniques (experiments, real-world problem solving)
.
That creates more knowledge and then to reflect on and talk about
what they are doing and how their understanding is changing.
Use:
‘Teaching by Asking’ or guided discovery
Explaining tasks that require students to express their
understanding to each other, and to develop this understanding before
expressing it (e.g. peer explanation, and Jigsaw)
Ask ‘diagnostic’ question and answer, and use wrong answers to
explore and correct misunderstandings.‘Socratic Questioning’.
Use thought provoking tasks and questions that are high on
Bloom’s Taxonomy, rather than simple recall as these require more thought
and processing.
Analysis: ‘why’
questions,
Synthesis: ‘how’
could you.. questions
Evaluation:
judgement questions.
The role of teachers
Instead of giving a lecture the teachers in this theory function
as facilitators whose role is to aid the student when it comes to their
own understanding. This takes away focus from the teacher and lecture and
puts it upon the student and their learning.
The resources and lesson plans
that must be initiated for this learning theory take a very different approach
toward traditional learning as well. Instead of telling, the teacher must
begin asking.
Instead of answering questions that only align with their
curriculum, the facilitator in this case must make it so that the student
comes to the conclusions on their own instead of being told.
