Constructivism in the Classroom

Paper Summary:

This paper describes the observation of a kindergarten teacher during a thirty-five minute writing block that was broken down into six sections: the writing lesson, sharing writing topics, individualized writing, sharing authentic writing, literacy workstations and sharing in the author's chair. The paper examines the teaching practices during each section and categorizes them as either constructivist or non-constructivist practices. Large portions of the teacher's instruction were categorized as constructivist. Following the observation the teacher is asked four interview questions. The paper concludes that the teacher observed and interviewed prescribes to the constructivist theory.

Outline:
Classroom Observation
A Constructivist Writing Lesson
The Teacher's Interview

From the Paper:

"Most of the teacher's instruction during the writing lesson followed the constructivist theory. First, the lesson was well planned and was summarized on the lesson plan. It was also evident that the lesson connected to writing lessons taught earlier in the week. This shows constructivism because one of the four dimensions of teaching and learning used by constructivist teachers is "systematically planned teaching" (Farstrup and Samuels, 2002, p. 32). At the beginning of the lesson the teacher reminded the students that they were each good writers and that they had many stories in their heads to share. She asked them to suggest topics for the day's writing. After the topic had been selected a student was chosen to dictate a sentence to the teacher. This is an example of constructivism because the writing skill was being taught in the context of writing which was meaningful to the students. "

Sample of Sources Used:

• Farstrup, A. E., & Samuels, S. J. (2002). What Research Has to Say About Reading Instruction (3rd ed.). Newark, DE: International Reading Association.
• Lucks, R. (1999). Constructivist Teaching VS. Direct Instruction. Unpublished manuscript, University of Delaware.
• Savery, J. R., and & Duffy, T. M. (2001). Problem Based Learning: An instructional model and its constructivist framework (Tech. Rep. No. 16-01). Bloomington: Indiana University, Center for Research on Learning and Technology.

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