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The s Views On Constructivism Video

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By Prof. Constructivism represents a shift from education based on behaviorism to education based on cognitive theory. To design constructivist learning the teacher focuses on creating learning experiences for the students by providing the resources necessary for them to construct their own model of knowledge.

So, the teachers design an easy assessment of what the student already knows and design the bridge or the way to what they want the student really has to learn as final. The constructivist model of learning is based and really applied on actively engaging the students in situations where they explain their learning experience to others.

It is important to note that constructivism is not a particular pedagogy. In fact, constructivism is a theory describing how learning happens, regardless of whether learners are using their experiences to understand a lecture or following the instructions for building a model airplane. In both cases, the theory of constructivism suggests that learners construct knowledge out of their experiences. However, constructivism is often associated with pedagogic The s Views On Constructivism that promoteor learning by doing.

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Constructivist epistemology assume that learners construct their own knowledge on the basis of interaction with the environment. Initially has to be determined what the student already knows so to bridge that information with what they might learn by exploring the situation. This activity can involve such activities as giving the student a simple problem to solve, having a whole group of students discussion, playing a game, or making a list.

Questions: These should be in every part f the learning process. Finally the students reflect on what they have just learned. So, reflection is the heart and the soul of the constructivist way of learning.

Finally, the teacher arranges an exhibit for the students to record what they are thinking about during all the learning experience. Here the essentially interactive nature of learning is extended to the process of assessment.

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Rather than viewing assessment as a process carried out by one person, such as an instructor, it is seen as a two-way process involving interaction between both instructor and learner. The Constructiviem of the assessor becomes one of entering into dialogue with the persons being assessed to find out their current level of performance on any task and sharing with them possible ways in which that performance might be improved on a subsequent occasion.

Thus, assessment and learning are seen as inextricably linked and not separate processes Holt and Willard-Holt ]