Today, on the NBC Today Show, they had another little girl, whom I believe was considerably older that the one I had seen and read about previously, that had also had a hemispherectomy.  Her recovery, resiliency, and growth is nothing short of miraculous.  I encourage you to watch the story and let me know what you think.

Visit msnbc.com for breaking news, world news,
and news about the economy

5 keys of Constructivism

• Constructivism is not a theory of learning instead it is philosophy that underlines various theories and combines them to form an epistemology
• Constructivists promote the need for the learner to discover their own knowledge to enrich their experiences
• Other names for constructivism are discovery learning and inquiry-based learning
• According to constructivist, new knowledge acquired by the students must be re-constructed in the learners’ mind which involves eliminating any discrepancies to develop a knowledge structure that is meaningful to the student
• Constructivist practices are usually prominent in science classrooms

Additionally, Tuncer Can stated on a blog post that students in a constructivist environment demonstrate the following qualities: self-controlling, realistic, scientific, and value generator just to name a few.

Before progressing let’s consider the following scenario: An algebra teacher is ready to introduce her students to the concept of pi (3.14) in the geometry portion of the lesson sequence. The students are enrolled in regular education classes and some have a solid understanding of basic algebra, while other students are lacking the necessary foundational skills to be successful with this concept. A constructivist would see this as a valuable opportunity to allow the students to discover the meaning of pi (3.14) through manipulating shapes, measuring shapes, comparing objects, etc.

However, if the students possess limited to no background knowledge of pi (3.14) are they truly able to construct their own knowledge? Will their knowledge of pi (3.14) be totally misconstrued or partially inaccurate? Are these inaccuracies acceptable because the student may have an epiphany and pi (3.14) will transform to knowledge in their minds? Do constructivists take cognitive overload into consideration when learning? How soon does the teacher intervene, since in the constructivist classroom the teacher is the “coach”?

Constructivism is a learning philosophy that has the potential to expand on a concept once it has been grasped by the learner, but if learners have limited knowledge are they able to construct (build) their own learning without the appropriate tool-background knowledge?

Being student centered means you take the needs of your learners first before delivering the instruction. A student centered educator is cognizant about the abilities of their learners and utilizes the instruction to bolster student achievement. When an educator has the students’ instructional levels, behavior characteristics, and effective strategies in their repertoire they are ensuring students are the primary focus from the development of the objectives to administering the evaluation. When learning is not achieved, the student-centered instructor determines the weaknesses and strengths of the learners and devises a plan on “how” to re-teach the concept/skill to achieve learner mastery.

Developing an in-depth knowledge regarding teaching and learning in order to diagnose and remediate instruction instantaneously to prevent frustration during instruction, and avoiding the possibility of a students’ motivation levels plummeting is student-centered instruction. Continuously providing students with motivational techniques to increase their confidence and performance level in the classroom promotes a student-centered environment. According to Dr. Kate Kinsella (2010), the research on motivation and learning states the most critical success factor for students is the ability for them to perceive themselves being successful. It would be quite difficult for a learner to perceive success while struggling to “discover” a new concept!  Delivering instruction customized to your learners needs and sustaining motivation in the classroom are the main ingredients of a students centered learning environment.  All of this can be accomplished in a classroom where the educator skipped the final exam essay question requiring him/her to support the constructivist viewpoint in an undergraduate Educational Psychology class!

References

Cruickshank, D., Bainer , D., & Metcalf, K. (1999). The act of teaching (4^th ed) . Boston, MA : McGraw-Hill.

Can , T. (2007). Constructivist learner. Retrieved March 13, 2010 from Constructivist Education: http://constructivist-education.blogspot.com/.

Kinsella, K. (2010 March). Accountable student engagement in the READ 180 classroom. Webinar presentation presented on WebEX.

Reiser, R., Dempsey, J. (2007). Trends and issues in instructional design and technology(2^nd ed). Upper Saddle River, NJ. Pearson

Guest blogger: Terica Butler is a former middle school reading/language arts teacher. She taught in an urban school setting for six years. After teaching, she transitioned into the role of an Implementation Consultant for Scholastic. She now has the opportunity to serve teachers and students in Memphis, Tennessee and other large urban districts.  Terica is presently pursing a doctoral degree from the University of Memphis. Her interest in education include: urban education, professional development for teachers, instructional design embedded in technology.  After completing her degree, Terica plans to continue improving the lives of teachers and students in school districts across the country!

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1. What I learned from teaching children and how it changed my instruction
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I was eager to know if there were strategies for teaching adult learners. I had heard the term pedagogy, but through various workshops and conferences I was introduced to the term andragogy. What was the difference and did it matter? Malcolm Knowles (1977) laid the foundation that differentiates adult learners. This began my pursuit to further my own education to meet my needs, which has brought me through the Instructional Design and Technology program. In these courses I have learned theories, strategies and design principles to support learning.

The first lesson learned was from the ARCS model by John Keller. One particular element that stands out is relevance. Adult learners have an immediate need to make application of their learning. These learners bring life experiences that assist in integrated new knowledge into prior knowledge. Durff’s Blog, Making Connections illustrates the schema we have and for adults it is about making the connection quickly.

A second lesson I learned was internal motivation and self-direction. There comes a time where most of us consider learning as a life-long process and embrace the challenge. Our desire to learn improves understanding of concepts as it relates to our work, interests, and daily living. In Melanie Booth’s installments on adult learning, she sheds a different perspective from her toddler’s actions. Her first three installments illustrate perspective, growth, and experience which adults bring with them to the classroom.

As I teach adults, I am also an adult learner. The lessons learned from teaching adults along with my desire to further my education have connected more pieces to the puzzle. What pieces can you add about adult learning?

References

Knowles, M. S. (1977). The modern practice of adult education: Andragogy versus pedagogy (8th ed.). New York: Association Press.

National Center for Educational Statistics (2002). Findings from the condition of education 2002; Nontraditional undergraduates (NCES 2002-012). U.S. Department of Education, NCES. Washington, DC: U.S. Government Printing Office.

Thompson, M. A., Deis, M.H. (n.d.). Andragogy for adult learners in higher education. Retrieved February 23, 2010 from http://business.clayton.edu/mthompso/02%20Allied%20Academy%20Paper%20F inal.doc

Guest blogger: Amanda Bevis manages the Madison County Adult Education program in Jackson, TN.  Her prior work has gained her experience in healthcare, computer programming, and in the university setting all utilizing her computer experience. She holds a Bachelor’s degree in Computer Science and is currently pursuing a Master’s degree in Instructional Design and Technology.

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