Abstract This paper looks at the model of constructivist leadership and how it could be applied in an educational setting. The examines how this model contributes beneficially to the well-being of a school compared with the traditional model of leading.
From the Paper "While traditional leadership is often limited to individuals with specific traits who occupy roles of power and authority, constructivist leadership offers a fluid and dynamic notion of leadership that transcends personalities and roles. In fact within the model of constructivist leadership, all participants within the school community, principals, teachers, administrators and students, possess the capacity and responsibility to contribute to the..."
Abstract This paper explains the core idea of constructivism, looks at what is required to implement a constructivist classroom, and outlines a number of practices that can facilitate teachers' understanding of constructivism and that can contribute to the creation of a learning environment in the classroom. The paper also includes a discussion of constructivist teaching from the perspective of the author and describes additional aspects of learning that he believe constructivism should consider as a requirement for a learning environment.
From the Paper "Developing a classroom atmosphere which encourages all students to take on the desire to become lifelong learners is a challenging task. The task is even more daunting when the context of the assignment takes place within the walls of a 7th grade social studies classroom. Middle school students are progressively less interested in social history, and increasingly more interested in what the latest top 40 music group did on their last concert tour. None the less, by using a constructivist approach to the classroom, the students were engaged in the subject matter, and moved in the direction of developing the target attitude ? that of being personally interested in the education process."
Abstract This paper explains that constructivism is a learning theory, which is based on the premise that the learner constructs his own understanding of the world in which he lives. The paper also explains that, in the constructivist classroom, the teacher becomes only a guide for the students and provides the scaffoldings, which help students develop their knowledge or skill sets. The paper then uses teaching composition writing as an example of the constructivist strategy of cognitive classroom methodology employing the oral discourse-based approach.
Table of Contents:
Example of Using Constructivism in a Classroom Setting
The Stimulus
The Problem
Oral Discussion
Written Discussion
From the Paper "Cognitivism is a learning theory that identifies the learner as being able to establish associations through contiguity and repetition. Cognitivism view learning as a process that involves the acquisition or reorganization of the cognitive structures through which individuals process and store information. Cognitivism states that an individual learns through the organization of thoughts into an internal knowledge structure known as the schema. Schemas, according to cognitivism, can be combined, extended or altered to accommodate new information."
Tags: schema, new experiences, flows, guide questions, dialoguing
Abstract The paper is composed of two essays. The first essay deals with the constructivist international theory. The paper argues that this is a morally relativist theory that can be connected with other theories. The second essay uses constructivism to explain the genocide in Rwanda.
From the Paper "There is no single universal political morality theory. Instead, there is a range of political morality theories that determine political morality based on a number of philosophical, political, economic and social factors. One of the more popular political morality theories is the Constructivist international theory. According to Robert C. DiPrizio in the "Introduction" to Armed Humanitarians, "Although this approach is still in its formative stages, its core concern is the role of ideas, norms, vales in world politics. Ideas both constrain and shape behaviour. They have constitutive, not just regulative, effects (DiPrizio 2002: 19)." Essentially this means that ideas and norms have political power."
Abstract 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. "
This paper applies the critical-emancipatory paradigm and the constructivist-interpretive paradigm to T. R.Berger's 1988 book "Northern Frontier, Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry".
Abstract This paper explains that the critical paradigm recognizes that reality is the product of history and analyzes it accordingly through social, political, cultural, economic, ethnic and gender values developed over time. The author states that, when applying the critical-emancipatory approach to T. R. Berger's "Northern Frontier, Northern Homeland", the observer understands that the whole issue surrounding the Mackenzie Valley Pipeline Inquiry involves a strong reaction to historical reality issues especially the importance of the First Nation people and the environmental supporters in deciding against the pipeline project. The paper relates that the constructivist-interpretive paradigm assumes that to understand the world and its meaning, one must interpret it. The author underscores that the constructivist-interpretive paradigm can be applied to Berger's work in that his assessment of the Mackenzie Valley pipeline is heavily subjective and based upon interpretation of multiple realities.
Table of Contents
The Strengths and Weakness of the Critical Paradigm
Application of the Critical-Emancipatory Approach to "Northern Frontier, Northern Homeland"
The Strength and Weakness of the Constructivist-Interpretive Paradigm
Application of the Critical Constructivist- Interpretive Paradigm to "Northern Frontier, Northern Homeland"
From the Paper "It is easy to analyze the Northern Frontier, Northern Homeland document in terms of the critical-emancipatory approach. Indeed, the whole issue surrounding the Mackenzie Valley Pipeline Inquiry involves a strong reaction of social, political, cultural, economic and ethnic issues derived from processes over history. The writer, Berger, has assessed the contentious issue of the pipeline development firstly in terms of economic issues: that is, that it will be good for the Canadian economy, particularly the northern Canadians who will be brought now into the "mainstream of the Canadian economy" (Berger, 1988, p. 3). Ultimately, however, Berger has acknowledged the role of ethnicity in appraising the pipeline project and assessing its worth. His final position assumes the First Nation Canadians are correct; environmentally-speaking, the project should not go on). The role of acknowledging the importance of the First Nation people and the environment in deciding against the pipeline project display evidence of cultural, social, political and ethnic values in evaluating the situation.
Tags: interpretation, inuit, bias, reality, government
Abstract This paper examines two very different ways of teaching (which set the stage for very different ways of learning in the classroom) ? the constructivist and the traditional. The paper explores the definitions of these two types of teaching and finds a common ground between them, despite their apparent differences. The writer then examines the two approaches in greater depth to ascertain the strengths and weaknesses of each one of them.
Contents:
Introduction
Historical Background to Constructivist Education
Traditionalist Approaches
The Progressive Core of Constructivist Learning
The Future of the Classroom
References
From the Paper "This shift would lead educators down a path that was itself an old one, at least in the realm of philosophy if not of primary education ? the idea of heuristics, or "the art of intellectual discovery" (Kafai & Resnick, 1996, p. 11.) Another way that this word can be understood (and the authors rightly note that it is etymologically linked to Archimedes's cry of ?Eureka!?, a paradigmatic example of the learner suddenly reaching out to the world to make it make sense) as teaching not numbers or thinking in school."
Tags: education, teachers, students, learning, children, school
Abstract This paper explores how the modern ideas of experiential education, constructivist teaching and inquiry-based teaching, all have their roots in the educational philosophies of Rousseau and Dewey. It explains that experiential education simply refers to the idea that children learn by doing and that knowing a fact without knowing how to apply it, is essentially useless. It then shows how constructivist teaching is basically the idea that the teacher helps the students to build knowledge, integrating one idea into the other, like how chemistry and biology and physics really build upon each other rather than being separate sciences. Finally, it explains that self-explanatory is where the child seeks the answer to a problem rather than being told a dry fact.
From the Paper "These ideas combined can make for a powerful teaching method, a method that teaches children to think about problems and how to solve them and not simply telling them to memorize this or that fact. It is a method that recognizes the interconnectedness of the disciplines, realizing that the greatest poets are often scientists and vice versa. It also allows children to realize that there is a method, that they can investigate, that there is a set of skills that goes along with the knowledge, that Watson and Crick did not just think really hard about the structure of DNA, but that they performed experiments and deduced what the language of life was and how it was shaped and why it was shaped that way and, perhaps more importantly, what that means for people, the planet, and the future of both."
Abstract This paper gives an overview of the different types of learning difficulties that students are faced with today. The paper also enumerates the different learning theories and approaches that are being used in teaching students with learning disabilities.
Outline:
Introduction
Learning Difficulties
Types of Learning Disabilities
Learning Theories Applicable to Students with Learning Disabilities
The Constructivist Approach
The Classical Condition Approach: The Constructivist or Direct Instruction
Conclusion
From the Paper "Learning disabilities refer to a range of problems that would often arise when the information coming from the individual's senses are not accurately received and processed by the individual's brain. Most learning disabilities are compounded by attention deficit hyperactivity disorder (ADHD) especially in children. A learning disability can greatly affect the way students of average to above average intelligence receive, process, or express information which would last for the entire life of the student and it can further impact the student's ability to learn the basic skills of reading, writing, or math."
A comparison of the effectiveness of traditional (competition, grades, standardized tests) and constructivist (collaborative & interactive methods) approaches.
1,125 words (approx. 4.5 pages), 8 sources, 2000, $ 39.95
Abstract Ideally, the purpose of education should be to develop not only the intellectual aspect of the children, but also their moral and emotional qualities (Kohn, 1994, p. 280). Therefore, schools should not just churn out human beings with verbal and co
From the Paper " Ideally, the purpose of education should be to develop not only the intellectual aspect of the children, but also their moral and emotional qualities (Kohn, 1994, p. 280). Therefore, schools should not just churn out human beings with verbal and computational skills to acquire jobs in the real world (O?Malley, 1998, p. 14). They should build on the children's innate desire to learn and explore. Thus, teachers should create learning activities that fully engage the interest of the students in order to capitalize on their natural desire to learn. However, in reality, educators are split into two camps in their beliefs about educating children: tradition versus constructivism. In the traditional system, the teacher is the only active agent in the classroom transmitting knowledge to students who are expected to absorb information passively. "
Creating a revised curriculum using constructivist methods to create a classroom situation that is more motivating for young students. The specific focus is reading for young boys and math for young girls.
Abstract This in-depth and thorough study examines the problem that American students lag behind others in reading and maths skills. The study involves a detailed exploration of the literature on motivating learning, with a focus on new constructivist philosophies and techniques. These are used to construct a revised curriculum plan for a brief unit combining work with both math and reading. From this plan, two sample lesson plans were developed.
Abstract
Introduction
Historical Context
Goals and Rationale
Review of the Literature
Motivating Learning
Constructivism
Lay-out of Theme
People to Study
Problems
Lesson Plans
Conclusion
References
From the Paper "In comparison with students in other parts of the world, students in the United States have lagged behind in some areas, including science, math, and languages. There are several problems associated with this, as well as with low test scores on standardized achievement tests. There are schools with inadequate funding and resources, failures in the teaching process, and lack of linkage between schools and communities. One other problem is the lack of interest on the part of students. This is the problem explored in this study. Pierce (1994) discussed this problem in regard to at-risk students. She noted that while the classroom is often a dull place for many students, for at-risk students, it can be profoundly alienating. This alienation is at least partly the result of out-of-school conditions which teachers cannot control. The alienation is reinforced if schools and classrooms focus on standardized testing and immediate learning outcomes, rather than on creating an environment in which students can thrive."
Abstract This paper examines how traditional teaching in the United States, as in other developed, industrialized nations. has been based on a hierarchical model in which a teacher has all of the authority in the classroom and in which students learn through rote drills and memorization of the facts that the teacher presents to them. It discusses how, even though some types of knowledge are best conveyed in this traditional fashion, for most other types of knowledge an non-traditional form of learning is both more enjoyable and more productive, learning. It explores one particular form of non-traditional, i.e., non-hierarchical, teaching and learning, that of constructivist teaching, which is based on the idea that learning is as natural to humans as breathing air. It shows how the goal of constructivism is an attempt to create the best possible match between the natural desire for children to learn (and their inherent skill at doing so) and the artificiality of the classroom environment.
From the Paper "It should be clear that such a model of active learning has important implications for the process of education, for constructivist models of learning require that teachers create situations in which students are required to "construct" knowledge; that is, they are required to bring a very active mindset to bear on the problem. Thus colleges and universities should mirror natural learning situations in which cognitive development depends on active exploration of the world around one. This includes the use of discussions ? which will mirror in many ways the interactions that nurses will later have with their patients."
Tags: classroom, hierarchical, knowledge, students
Abstract This paper examines how Constructivism, an artistic and architectural movement, arose in Russia after the Revolution of 1917 and how the Revolution set the stage for one of the most remarkable transformations of artistic theory in the history of art. It looks at how the Constructivists strove to produce bold work in painting, sculpture, photography, and architecture through the use of new media and how they abandoned traditional media and embraced influences from the progressive and technologically advanced industrial society after the Revolution. Although there are many artists who have contributed a significant amount to the movement, it focuses on those made by Rodchenko, Malevich and Popova.
From the Paper "The reforms of Alexander II brought the emancipation of the serfs and opened the way for industrial development. However, emancipation imposed harsh economic conditions on the lower class and did not satisfy their need for farmland. Industrialization concentrated people in urban centers, where the exploited working class was a receptive audience for radical ideas. By 1903, Russia was divided into several political groups. The autocracy was upheld by the landed nobility and the higher clergy; the capitalists desired a constitutional monarchy; the liberal bourgeoisie made up the bulk of the group that later became the Constitutional Democratic party; lower and middle class were incorporated into the Socialist Revolutionary party; and the workers, influenced by Marxism, were represented in the Bolshevik and Menshevik factions of the Social Democratic Labor party."
Abstract This paper discusses constructivist educational theory and its practical application to benefit "at risk" students through strategies exemplified by the Advancement through Individual Determination (AVID) program.
From the Paper "The purpose of this paper is to discuss constructivist educational theory and its practical application to benefit at risk students through strategies exemplified by the AVID program. The theory of social constructivism focuses on the socio-cultural context in which knowledge is constructed and places emphasis on the value of interaction allowing individual learners to restructure their own concepts in the process. Learning is considered as an individual process of knowledge construction which is supported by contact or interaction within either the traditional classroom..."
Tags:constructivist theory and education, Vygotsky, AVID, at risk students, educational paradigm, participatory educational theories and programs.
Abstract The paper explains constructivism to be a philosophy that holds that all knowledge, or how humans view their world, is constructed instead of being based on any actual realities. The paper discusses how constructivism is therefore fundamentally opposed to the premises of rationalism. The paper outlines how the constructivist theory finds its roots in ancient Greek philosophy and how it is applied in international relations.
From the Paper "Constructivism is a philosophy that holds that all knowledge, or how humans view their world, is constructed instead of being based on any actual realities. According to constructivism, knowledge does not necessarily reflect any external realities but instead is contingent on conventions, human perceptions and the overall social experience of an individual. In other word, according to constructivist theory, knowledge is nothing more than artificial reality."
Tags: international, relations, Aristotle, Socrates, reality, reason, knowledge, truth
