HAs the paper outlines, based on the constructivist checklist, one can conclude that Bedley is able to meet the requirements of a constructivist teacher. Multiple perspectives were achieved by grouping the students and encouraging them to discuss among themselves about reaching a consensus. Every student is given a chance to give his opinions and suggestions. Student-directed goals are clear from the start, with Bedley acting as the coach. The activity that Bedley initiated, particularly the group discussion is a venue for knowledge construction and collaboration. Alternative viewpoints are reached through the small group discussions and through the class discussion.
According to Jonassen, “constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context”. This characteristic is definitely present in Bedley’s class. He emphasized that each student is to perform a task but still work within the group. Constructivism emphasizes a learning method that is active and not passive. Obviously, Bedley’s style of teaching is active. The students are able to have new learning experiences which they incorporate with their previous understandings of the topic on consensus. They come up with possible rewards if consensus is reached by the class.
Clearly, one can conclude the Bedley’s manner of teaching is one of constructivism.