Constructivism in the classroom Essay -- essays research papers

Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that take aimers construct their own knowledge on the flat coat of interaction with their environment. (Gagnon & Collay, 200?) The role of the t all(prenominal)er as a constructor of the erudition experience to ensure authentic curriculum and assessment which is antiphonal to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the exertion of literacy, numeracy, retention and attainment of outcomes. Kra affair, Bochner and Duchesne (p.157) comment that as learners interact with their environment, they link tuition learned through experience to previous knowledge, and so construct sweet understandings and knowledge. Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the learners) build on their understandings of the world by providing beguile learning experience plans.This practise of effective teaching and learning has relatively new in classrooms but has already made a gigantic difference in the students abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the students point of view rather then the necessity of a correct answer. The child is then equal to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, adjudicateing answers, comparing situations and establishing links between different ideas. This is viable as constructive learning is transferable between different ideas. (Tutorial Notes, twenty-eighth July, 2004)Jean Piaget (1896 1980), a Swiss psychologist, portrayed the child as a lone scientist, creating their own sense of the world. Their knowl edge of relationships among ideas, objects and events is constructed by the active processes of immanent assimilation, accommodation and equilibration. (Hughes, 2001). He also believed that we must understand the childs understandings of the world, and this should guide the teaching practises and evaluation. The fundamental basis of learning was discovery. To understand is repair by discovery, and such conditions must be compiled... ...n essentials that teachers should undertake to help hold open a healthy constructivist classroom. It is important to hold a belief that learning is restructuring of thought rather than an increase in content, and reconstruction or withdraw will reflect that particular schema of the child. They also believe that the use of cognitive conflict promotes the consolidation of concepts. The use of wrong answers also helps students essay their thinking in order to retain the correct elements and revise their misconceptions. Promoting loving interaction , peer friendships and co-operation, also increases their interest and comprehension in learning, as healthful as improve the childs conflict resolution skills.Teachers continually learn about ways people learn the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and enkindle ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.