 |
| Cognitivive |
The idea that each of us constructs our
own knowledge has important implications for teachers and students. There are
important differences between a teaching approach
based on cognitive constructivism and a
more traditional teaching approach. Table 7.2 summarizes some of the main
differences.
In general, a teacher using a
constructivist approach acts as a facilitator of knowledge and skill
acquisition, as a guide or resource person whose purpose is to structure the
learn-
ing environment to help each student come
to his or her own understanding of the infor- mation. Learning is very
individualized and personalized for each student, taking into ac-
count each student's prior knowledge,
interests, cognitive level and skills. The teacher relinquishes at least some
degree of control over what and how students learn, since the
most appropriate ways to explore
information and develop understanding differ substan- tially from one student
to another. As a result, teachers cannot prepare a single lecture or set
of learning exercises for an entire
class, but must respond to each student's individual needs. The teacher is very
often a fellow student in that the teacher is exploring and learning along
with the students, facing real problems
and challenges for which the teacher does not have a ready answer. Students
play a much more active and self-directive role, taking on much of
the responsibility for their own learning
and making choices as to how; and sometimes what, they are learning. Assessment
of learning is different as well, often taking place more
often and in less formal ways. Teachers
more often assess the products, projects, and/or pre- sentations students
produce rather than emphasizing results from on-demand tests.
Educational Psychology:
Effective Teaching,
Effective Learnin
Third Edition
Stephen N. Elliott
