In Search of Understanding
The Case for Constructivist Classrooms
Guiding Principles of Constructivist
Posing Problems of Emerging Relevance to Students
This principle relies on the teacher making the topic relevant. Students may not have relevance to the particular topic. The authors note that not all students will be interested in every topic, but the teacher can help through mediation. Teachers will need to come up with a good problem, idea, or topic. It is more beneficial to the learner to have a more complex problem to be solved in a group situation. The key point is that the problem solvers must view the problem as relevant.
There are two big points in this section. The problem should be complex, but usually just one question or point to be made. The authors discuss time and how most curriculum packs too much information in a small amount of time. This would be a perfect example of “less is more.”
Structuring Learning Around Primary Concepts: The Quest for Essence
As educators we need to see the “whole” before we pass this to our students. Students tend to get frustrated or bogged down with all of the pieces of information. If we could present it as a “whole” the students would break it down themselves with their own understanding.
“We are all responsible for our own learning.” We need to reinforce this with students. As teachers we need to provide for student inquiry and provide the materials and supplies but cannot take sole responsibility for the students’ learning.
Teachers need to focus on the “bid ideas,” and structure our curriculum around them.
Seeking and Valuing Students’ Points of View
Our authors believe teachers need to see our students’ perspectives. We should ask questions and really listen to our students. This could help guide students to really think about what they know and encourage them to more self inquiry. We need to give students the opportunity to give us the perspective and ask them why and how they came to that perspective.
Adapting Curriculum to Address Students’ Suppositions
It is important to know what our students’ suppositions are so that we can design lessons that address these suppositions. If we don’t, students will not find meaning in our lessons. We have to be willing to find out what ideas are in our students’ reach. We also need to listen effectively and realize that a student’s errors are steps to understanding rather than errors.
Assessing Student Learning in the Context of Teaching
This principle discusses the value of assessment and how we go about it. Is there a right or wrong answer? If we continue to say “no” to our students, eventually they will not be willing to take a risk and answer at all. By asking how the students came to that conclusion, we can open up an entirely new way of thinking for us and our students.
The Case for Constructivist Classrooms
Guiding Principles of Constructivist
Posing Problems of Emerging Relevance to Students
This principle relies on the teacher making the topic relevant. Students may not have relevance to the particular topic. The authors note that not all students will be interested in every topic, but the teacher can help through mediation. Teachers will need to come up with a good problem, idea, or topic. It is more beneficial to the learner to have a more complex problem to be solved in a group situation. The key point is that the problem solvers must view the problem as relevant.
There are two big points in this section. The problem should be complex, but usually just one question or point to be made. The authors discuss time and how most curriculum packs too much information in a small amount of time. This would be a perfect example of “less is more.”
Structuring Learning Around Primary Concepts: The Quest for Essence
As educators we need to see the “whole” before we pass this to our students. Students tend to get frustrated or bogged down with all of the pieces of information. If we could present it as a “whole” the students would break it down themselves with their own understanding.
“We are all responsible for our own learning.” We need to reinforce this with students. As teachers we need to provide for student inquiry and provide the materials and supplies but cannot take sole responsibility for the students’ learning.
Teachers need to focus on the “bid ideas,” and structure our curriculum around them.
Seeking and Valuing Students’ Points of View
Our authors believe teachers need to see our students’ perspectives. We should ask questions and really listen to our students. This could help guide students to really think about what they know and encourage them to more self inquiry. We need to give students the opportunity to give us the perspective and ask them why and how they came to that perspective.
Adapting Curriculum to Address Students’ Suppositions
It is important to know what our students’ suppositions are so that we can design lessons that address these suppositions. If we don’t, students will not find meaning in our lessons. We have to be willing to find out what ideas are in our students’ reach. We also need to listen effectively and realize that a student’s errors are steps to understanding rather than errors.
Assessing Student Learning in the Context of Teaching
This principle discusses the value of assessment and how we go about it. Is there a right or wrong answer? If we continue to say “no” to our students, eventually they will not be willing to take a risk and answer at all. By asking how the students came to that conclusion, we can open up an entirely new way of thinking for us and our students.