Social constructivism (concept map attached)

Rowe (2006) concluded the effective teaching practices for students with and without learning difficulties associate with the theory of constructivism. In his reading, there are two main effective teaching practices that I personally found interesting and useful for my future teaching as an educator. The combination use of direct instruction (DI) and student-centered constructivist approaches is considered appropriate for engendering all types of learning. However, constructivist approaches are not in the best interests of all students especially who have learning difficulties. I have created a concept map helps understand the structure of the reading.

constructivism-concept map

According to Howell (2012), constructivism is a theory of knowledge that individuals generate knowledge and meaning from the interaction between their experiences and ideas. As Ausubel(Rowe cited, 2006) put it ‘the most important single factor influencing learning is what learner already knows’. Learning is built effectively on learner’s current knowledge with minimal assistance by a teacher or peer which leads to social constructivism. Social constructivism extends constructivism by incorporating the role of other actors and culture in development (Howell, 2012). Both Rowe (2006) and Yilmaz (2008) agree that the role of teacher is to be facilitator and guider of learning instead of director or orchestrator. Because each individual has their own understanding of knowledge, teacher should concern with how learners understand the process of knowing rather than attempt to transfer conceptual knowledge.

It is mentioned by Rowe (2006) that the constructivist approaches for students in disadvantaged backgrounds or with learning difficulties are not as efficient as for other groups of learners especially for children from non-English speaking backgrounds. Disadvantaged students need more guidance and direction than any other learners, however, constructivist approaches encourage students to learn based on their previous knowledge with little or no guidance from teachers. Epstein (2007) stated that children not only learn in natural and social settings but must learn some content through direct instruction. Research has shown that direct instruction in teaching and improving socially significant behaviors is the key for certain populations that we teach (Batshaw, 2oo7). As for students from disadvantaged backgrounds, more attention and instruction need to be given in a different teaching pedagogy.

For my own teaching career, constructivist pedagogy can be used effectively in class. Firstly, teacher should recognize and respect students’ beliefs, backgrounds and previous knowledge. Secondly, teachers should create a learning environment which students can examine, change and even challenge their previous knowledge and understanding through different efficient tasks. Thirdly, with the help of technology, I will be able to introduce the knowledge into the conversation through loosely structured instruction. More importantly, I should present new knowledge in a relevant way for learners and valuate students’ ideas as an important contribution to the class. Discussion, debate and Socratic dialogue can be used as interactive methods to develop a higher-order thinking skill. Even though constructivist pedagogy has not yet penetrated into actual classrooms, it is a useful and effective to put constructivist pedagogy into practice as it associates with teacher’s role, learning environment and student’s evaluation. 

References 

Batshaw, M, L., Pellegrino, L., & Roizen, N.J. (2007). Children with disabilities (6^th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Epstein, A. S. (2007). The intentional teacher: choosing the best strategies for young children’s learning. Washington, DC: The National Association for the Education of Young Children.

Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration & creativity. Melbourne: Oxford University Press.

Rowe, K. (2006). Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?. Retrieved from http://research.acer.edu.au/learning_processes/10

Yilmaz, K. (2008). Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction. Educational Horizons, 86(3), 161 – 172.

For the images

http://www.tomchukfilms.com/articles/art_constructivism.php

http://edpsychtemple.wikispaces.com/History