Personal Theory of Constructivist Teaching - Essay Example

Running Head: Personal Theory of Constructivist Teaching Personal Theory of Constructivist Teaching [Institute’s Personal Theory of Constructivist Teaching The constructivist approach to teaching is currently the most popular approach and is gaining considerable appreciation worldwide. The constructivist approach relies on building on prior knowledge and enabling students to think for themselves rather than giving them hard facts to memorize. Hence, constructivists believe that learning is built upon learning and this is the manner in which knowledge is accumulated (Fosnot, 1996). The paper will outline the curriculum framework required for the adoption of a constructivist approach, highlight the theoretical perspective of the approach, and then explore the roles of different factors involved in the process. The paper aims to fully explore the dimensions of the constructivist approach and apply a personal perspective to the methods that can be used in constructivist teaching (Fosnot, 1996). Curriculum Framework In order to follow the constructivist approach, the curriculum provided to students in schools should support the methods applied in the theory. Since the constructivist approach encourages learning through prior knowledge and focuses upon practically applying concepts rather than simply letting teachers give students information, the curriculum framework should be of an analytical nature (Zahorik, 1995). Hence, the curriculum should contain problem-solving activities or application testing activities instead of lessons that have to be learned. Students should be allowed to comment and give feedback regarding their opinions of different topics, and the curriculum should thus involve participative activities in which maximum interaction with the students is required. Theories and other direct lessons should not be a major part of the curriculum, but students must be given the opportunity to ponder topics while teachers provide guidance regarding what experts say about the topic comparative to the students’ opinion. The student should not be forced to think a certain way or be given lessons to memorize, but the curriculum should be structured to allow students room to think (Zahorik, 1995). Philosophy/Theoretical Background The philosophy underlying the constructivist approach to teaching is that students learn from their own prior experiences and form knowledge on the basis of prior knowledge. Hence, it is not adequate to give the students a detailed lesson in which information is disseminated to the students; the students learn by providing opinions and views on a topic and listening to the views of others (Olsen, 1999). The theory encourages a hands-on approach in which the students are required to construct their own learning process and are in charge of learning new things in their own manner. Students are encouraged to use their thoughts and analytical processes to decipher phenomena and understand concepts. Then they are encouraged to apply those concepts to other learning materials so that they build upon their own prior knowledge (Olsen, 1999). As they apply previously learned concepts to new learning material and listen to the views of others in the classroom, they are able to constructively think for themselves instead of listening to teachers. While teachers are required to give guidance and tell the student what the experts say regarding a certain topic, it is mainly the student’s responsibility to understand the concept rather than have the information spoon-fed to him/her by the instructor (Olsen, 1999). Constructivist approach encourages setting a constructive environment in which learning is built rather than pre-determined or specifically spelt out. Students and teachers are required to explore concepts rather than simply memorize them (Biggs, 1996). Role of the Teacher The role of the teacher in the application of the constructivist approach is to simply guide the pupil’s thought process and to encourage the pupil to voice his/her opinions. The teacher is encouraged to make an interesting learning environment in which the opinions and ideas of the students are respected and encouraged. The teacher does not simply tell a student about a concept but asks him/her to apply that concept to another problem solving or analytical situation (Biggs, 1996). The teacher acts as the guide or the facilitator who merely steers the student to the topic of relevance and asks questions regarding the topic to allow the student to grasp the concept independently. For example, if a teacher is teaching a history lesson regarding slavery in America, he or she does not need to dictate all the facts to the students. He/she may provide the students with the primary concept of slavery and then ask the students questions such as what they thought slavery entailed and why Africans were made slaves in America. In this manner, the students begin to grasp the concept of slavery themselves while they are learning history. The teacher is responsible for fully involving the students in the learning process (Biggs, 1996). Role of the Student Some students may feel extra burdened when they have to think for themselves and the sole responsibility of learning lies upon them. The role of the student in the constructivist method is to analyze concepts independently and apply his/her analytical skills to understanding of the concepts being mentioned, and not to focus on the core facts being presented (Mayer, 2004) The student is required to make mental relationships between concepts and learn how to apply the concepts to another material. Hence, the student must learn how to expand his/her knowledge by forming new knowledge based on previous knowledge (Mayer, 2004). Role of the Environment The environment plays a big role in encouraging constructive behavior. The environment should be friendly, encouraging, and open to new ideas. It should be filled with materials for activities and to enable students to see and experience new things rather than just read about them. The environment should be highly interactive and responsive to enable students to learn quickly and receive feedback to their thoughts and views from their instructors and peers (Palincear, 1998). Role of Materials To employ the constructivist method of teaching, it is important to make use of materials such as activities and props in order to involve the students in a hands-on approach to the learning process (Palincear, 1998). The maximum number of types of materials should be used for representation: videos, tapes, Internet sources, photographs, games, and other media. The materials used should be technologically innovative and enable the student to freely use technology and other learning resources to enhance their understanding of concepts (Palincear, 1998). Role of Parents Parents should act as teachers at home and encourage children to ask questions and explore different life situations through their own analytical thinking and common sense. They should encourage their child to engage in interactive conversations or activities in which the child learns from his/her own experiences (Hanney, 2002). Therefore, parents should be encouraging the child and value his/her opinions. They should follow the methods adopted in the classroom and accordingly help frame their child’s state of mind (Hanney, 2002). Role of the Governor The governor of the state should encourage a constructive curriculum and plan activities in the city related to constructive learning, in which children are allowed to participate in different activities. Competitions held by the state encouraging creative thinking should be managed by the governor, and schools should be encouraged to adopt a constructivist teaching method (Hendry, 1996). Role of Assessment Assessment should be based on the teaching criteria and students should be assessed according to the way they are required to answer questions in the classroom. Therefore, assessments should be based on the student’s analytical prowess and ability and their in-depth understanding of concepts (Brooks & Brooks, 1993). Conclusion Constructive teaching offers a practical approach to theoretical concepts and learning. However, it cannot be easily implemented without the cooperation of various parties and without the aid of a complete system to uphold it. It is different from traditional teaching methods and requires the cooperation of the government, teachers, students, and parents to be properly implemented. References Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3). Brooks, J., & Brooks, M. (1993). In search of understanding. Springer. Fosnot, C. T. (1996). Constructivism, theory, perspectives, and practice. Teachers College Press. Haney, J. J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86(6). Hendry, G. D. (1996). Constructivism and educational practice. Australian Journal of Education, 57. Mayer, R. M. (2004). Should there be a three strikes rule against pure discovery learning? American Psychologist, 59(1). Olsen, D. G. (1999). Constructivist principles of learning and teaching methods. Education Journal, 120. Palincear, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49. Zahorik, J. A. (1995). Constructivist teaching; fastback (vol. 390). Phi Delta Cappa Inc. Read More