Constructivist teaching methods: Difference between revisions

Revision as of 11:52, 25 August 2007

Revision as of 13:20, 25 August 2007

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==Constructivist teaching strategies==

====Characteristics of Constructivist Teaching====

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===Characteristics of Constructivist Teaching===

One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their learning experiences.

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*the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous

====Examples of Constructivist Activities====

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas <ref name="thirteenorg"/>. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

*Experimentation: students individually perform an experiment and then come together as a class to discuss the results.

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*Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.<ref name="templeedu">[http://www.temple.edu/CETP/temple_teach/CM-struc.html Strategies for Constructivist Teaching]</ref>

====Role of Teachers====

In the constructivist classroom, the teacher’s role is to prompt and facilitate discussion. Thus, the teacher’s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.

====Constructivist Assessment====

Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student’s work, and the student’s points of view <ref name="thirteenorg"/>. Some assessment strategies include:

*Oral discussions. The teacher presents students with a “focus” question and allows an open discussion on the topic.