Constructivism Essay

Rationale In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to

introducing them to Pavlov and his dogs, Bloom’s Taxonomy, Maslow’s Hierarchy, Piaget, Skinner, Gagne, Bruner and more (Marsh, McFadden, and Price, n.d.). From the work of these great men come such learning theories as behaviorism, cognitivism, and constructivism, three paradigms that have shaped our current educational system. The next generation of teachers creates countless practice lesson plans based around these theories. Unfortunately, there is a wide divide between the psychology of how humans

1. Context for your project and your users The Exhibition ‘Sex & Symbolism: Hearts, Bodies, Minds’ was created in an Exhibition Project course which is part of the MA Museum Studies programme at University College London (UCL). The students undertaking this project were split into different subgroups (see Appendix). I was a part of the Collections Management Team. The target audience for the exhibition included students (aged 18-30) from the Institute of Archaeology (IoA) at UCL, staff from the

erect their own knowledge by deducing and managing the information obtained. The Constructivist theory focus on promoting learning assembled, relative, and incorporated with prior knowledge and experience by the learner. Mbati (2013) explains Constructivism four critical elements to achieve this learning paradigm:  Learners’ use of previous intelligence to obtain new intelligence.  Learners recognize the difference between their previous and new intelligence.  Learners apply their new intelligence

Rationale With the implementation of the Common Core Speaking and Listening Standards in 2010, classroom instruction in the facilitation of student discourse has become not only beneficial, but required. The Speaking and Listening standards require students to “participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively” (CCSS.ELA-Literacy.CCRA.SL1). Yet, in the majority of classrooms, this

Knowing and learning can be interpreted in many different ways, but my philosophy of knowing and learning is based on my understanding through the personal experience in the tutoring situation. As a Tutor for students who were 9 years old, majority of the time was spent reading to develop their English. An aspect that impacted the students’ learning progress tremendously was the tutor’s responsibility to understand the student’s capability, needs and interest to support their learning progress. When

environment that dictates student learning or is it the faculty-teaching approaches that dictate student learning? In response to this inquiry, the relationship between teaching and learning environment is investigated with respect to adult learning, constructivism, connectivism, and activity theories. Contextual Information In this paper, a classroom learning environment in a higher education setting is examined to understand the underlying gaps and limitations of faculty-teaching approaches in relation

As an online learner aiming to be a professional in the field of Social Science (Psychology), I have learned the following: a) The skills and attributes I need in order to be successful are a strong curiosity about the how’s and why’s of human behaviour since psychology is the science of the mind and behaviour (Medical News Today, 2015). Communicating clearly in order to describe findings and observations made as a student or as a practicing professional would be one of the most important skills

Constructivism is a learning theory describing the process of knowledge construction (Major & Mangope 2012:139). Borich and Tombari (2004 as cited in Booyse, 2010:10) described constructivism as an approach to learning in which learners are provided with the “opportunity to construct their own sense of what is being learned by building internal connections or relationships among the ideas and facts being taught. Therefore constructivism is based on a learner’s own construction of knowledge. Learners

In this essay I will be exploring the importance of learning styles and the effectiveness of them to student nurses, providing evidence from learning theories and also acknowledging David Kolb’s experiential cycle (1984). Furthermore, I will be discussing my dominant learning style, providing the advantages and disadvantages of my learning style on my learning and development, considering the various ways I can improve my learning. I will also explain my weaker learning style and express the different