Example Of Constructivist Teaching Approach

Example Of Constructivist Teaching Approach
Constructivist teaching method
Constructivism is mainly a theory created on perception and logical study, about how individual learn. It says that individuals develop their own
comprehension and information of the world, through encountering things and considering those encounters. Constructivism is a theory on realizing,
which recommends that individuals get learning by encountering things and in conjunction with information that they as of now have, "develop" their
own comprehension of these things (Piaget, 2016).
Constructivism encourages the learner to be active regarding how they learn, take information and concluding it to their understanding instead of being
a passive learner (Piaget, 2016).
Examples of constructivist teaching method ... Show more content on Helpwriting.net ...
Adapted from: Gray, A. (1997). Constructivist Teaching and Learning. Retrieved November 27, 2016,fromSSTAResearchCentre:http:/
/www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Instruction/97–07.htm#Constructivist Teaching Involves Negotiation
Goals
Jonassen (1991) proposes that creating a constructivist–learning environment as an important part of constructivist teaching technique. He also finds the
following goals and suggests that the goals may take one of several forms, from least to most complex:
To resolve a question or an problem
To conduct a case study
To get involved with a long–term Project
Continuous participation with a Problem (numerous cases and activities coordinated at the educational modules level)
Based on these goals the learning activities can be framed in a way that students revolve around working on a problem, a case or a project.
Principles
пѓ Learning is an active process in which learning takes place when student try to construct the meaning.
пѓ To develop intellectually students have to do critical activities such as physical activities, hands–on experience necessary for

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Comparison Of Two Major Learning Theories
Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of
learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded
upon. (Swinburne Online, 2016) This paper will draw on information to explore the definitions and features of the learning theories constructivism and
behaviourism. Whilst exploring the solid benefits for learning and the learner and then moving onto the challenges and restrictions of both theories will
be considered. Examining the distinctive aspects of the theories, this paper will conclude whether one theory or the blend of both theories is best when
addressing the intricacies of an individual's education.
This paper will critically examine the two major learning theories; constructivism and behaviourism. These are theories that have been contributed to by
many theorists across several hundred years. Pavlov, Watson, Watson and Rayner, Thorndike, Skinner and Bandura have shaped behaviourism. Piaget,
Dewey, Vygotsky and Bruner have adjusted constructivism theory.
"Behaviorism is predominantly concerned with evident and measurable aspects of human behavior. In defining behaviour, behaviourist–learning
theories emphasise changes in behavior that result from stimulus–response links made by the learner. Behaviour is directed by stimuli. An individual
selects one response instead

Sociocultural Approaches And The Construction Of Knowledge
"Sociocultural approaches emphasize the interdependence and individual processes in the construction of knowledge".(John–Steiner,V and Mahn,H
1996).The real understanding of constructivism is only paying much attention on the learners' previous experience and background knowledge .It
maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already believe and the
ideas,events,and activities with which they come into contact.(Faculty, E. 2012).In this essay,the constructivist approaches are based on the Plaget and
the sociocultural approaches are based on the Vygotskian. "Sociocultural approaches to learning and developing were first systematized and applied by
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Next,the constructivist approaches are a two–way construction,its construction is the process of interaction between the subject and the object,also
known as the "two–way construction concept".The constructivist approaches argue that the process of human construction has,on the other
hand,produced the generalized physical knowledge is the result of the construction process.Differently,the process of the construction of sociocultural
approaches are in the process of consultation and continuation and revision of others,and was constructed under the influence of culture and society at
that time.The construction process emphasizes activity practice,cultural intermediary and social source. The fourth ,constructivism approaches do not
take into account the role of social and cultural

Social Relationships Of A Teacher 's Environment
Additionally, secret stories have the ability to generate change in mandates by showing a better way to do things, thus creating change in cover stories
as mandate compliance changes. This situation displays the positive use of teacher stories as they are used to change top down mandates and initiatives.
Teacher stories are often told through narratives. Narratives establish meaning to the teacher story and provide answers about teacher identity. The use
of narratives also serves as a conduit for the delivery of teacher knowledge in their content area (Kratka, 2015). According to (Linde, 2001), stories can
be used to illustrate immeasurable knowledge that exists within the social relationships of a teacher's environment. Narratives focus on knowledge
created by the experiences that develop a teacher's personal story. Therefore, we must pay close attention to the daily experiences that dictate our
future if we are to gain true understanding of who we are (Clandinin, 2007). Understanding how teacher stories are established requires us to recognize
that the process is constantly changing to meet the demands of the professional environment the teacher is exposed to. The teacher story will undergo
many changes as new knowledge and experience is added to the narrative (Huberman, 1993). While the narratives a teacher tells are meant to convince
others of the teacher's competence, they must also convince the teacher of their own self worth in order to build positive

Twisted Heroes In Our Twisted Hero
Terrorism, one of the most twisted causes in the world, yet it is seen as heroic to some people. When considering cultural ways of viewing heros, we
generally put them on the highest pedestals for what they do. They are seen as admirable and an image people strive to be. But, a twisted hero is not
someone who is put on that pedestal. They are not admired and look upon as great. By definition twisted means unpleasantly, or unhealthily abnormal.
Also, if you just think about it, twisted is something grotesque in nature and not desired upon being. Therefore, a twisted hero is someone who, although
they use unconventional and undesirable methods to advance a cause, by the fruit of their actions they are heroic. When looking at the book Our Twisted
Hero, by Yi Munyol, he presents a number of different characters within a classroom setting to be a twisted hero. Within the story the twisted hero
is the 6th grade teacher, who broke up Om's rule over the class. He did this by beating the class into submission saying "I wouldn't have laid a hand
on you unless absolutely necessary"(Munyol 95). This shows how the teacher used an unorthodox and harsh method to produce his results. He
explains how he was disappointed in them and how they so easily gave in. He did the unpopular thing. Like an army does to its adversary he beat that
class into submission. This example ties back into how a twisted hero is not some one desired upon being for being and using objectionable standards,

Embedded Blended Learning Within An Algebra Classroom : A...
Annotated Bibliography Smith, J., & Suzuki, S. (2015). Embedded blended learning within an Algebra classroom: a multimedia capture experiment.
Journal Of Computer Assisted Learning, 31(2), 133–147. doi:10.1111/jcal.12083. Retrieved from https://wgu.idm.oclc.org/login?url=http:/
/search.ebscohost.com/login.aspx?direct=true& This article was published in the Journal of computer Assisted Learning. This is a peer–reviewed,
scholarly journal that focuses on the multiple applications of information and communication technology in order to support learning and knowledge
sharing. The article is based on a dissertation by the first author that was submitted to St. Mary's College of California. The article employs the term
"quasi–experimental study", to describe the research method, however this study applies mixed methods research in a small, action research type
setting. The purpose was to determine whether student engagement and academic performance would improve if multimedia content was embedded
into instruction. The study comprised of two Algebra II classes, taught by the same teacher, in the same high school, to 9th through 12th grade,
randomly selected, students. One academic unit was taught over a four–week period, using identical content. The teacher utilized screen recording
software to develop video lectures for the test class. The control class only received direct instruction from the teacher. Pre–tests administered at the
start of the study and post–tests administered

Extrinsic Motivation: A Case Study
I went to primary school in the early 1980's; I had a very typical education for the time, Maths, English, Science, with hefty doses of fear, in the
form of the threat of corporal punishment. We sat in rows, no talking, no sharing of ideas just copying from the black board into our books; these
days it would be termed a behaviorist model of teaching. My classmates, those who didn't fit the norm, had a very lonely, isolated experience; in some
cases I know the experience frightened them off learning forever. When I began my study I knew that there must be a better way to teach all students,
and I am very glad to say there is; Groundwater –Smith, Ewing and Le Cornu (2007) state, " for education to transcend mere schooling it requires that
Motivation is an extremely important element of proactive and positive classroom management, used properly effective teachers minimise the need for
authoritarian behaviour management, while still achieving quality–learning outcomes. There are a number of motivational categories, intrinsic and
extrinsic, achievement and achievement and attribution theory. Intrinsic motivation relates to a student's motivation that has no 'external reward', the
student is simply motivated by "needs, interests, curiosity and enjoyment"; using extrinsic motivation a student would receive some type of reward or
benefit for achievement, such a being able to have lunch early (Marsh, 2008, p.34). Achievement motivation relates to the cultural and family motives
that influence, "high or low levels of achievement motivation" (Marsh, p.37). Attribution and social motivation are used to explain the achievement
motivation.
Marsh (2008) states, "motivation is a very important force that affects and directs our behaviour. As a consequence it is a vital factor for teachers to
understand and to apply in their teaching" (p.46). The question however is which motivation will you use and how? It would be nice to think that your
classes will all be intrinsically motivated, but this may not always be the case; how will extrinsic rewards fit with my future classroom model?
(Groundwater–Smith et al, 2006). As an answer to this, Marsh states that teachers need to employ a trial and error approach to

The Importance Of Language Barrier And Cultural...
Language barrier and cultural differences have strong impact on students' academic learning. Teachers need to be aware and address those differences
in order to provide students an environment to explore learning. Since we are living within a society, it is essential for students to learn how to
collaborate within groups (Vygotsky, 1978). In order to help students achieve academic success in a diverse society, teachers need to respect the
differences and incorporate both cognitive and social constructivist theories to meet students' developmental learning needs.
Cognitive constructivist theories state that learning is a process that occurs when a learner adds new knowledge to his/her preexisting knowledge. It
acknowledges that students have a pre–existing knowledge base. Through the process of learning, students are applying their individual values,
identities, self–concept, and knowledge into learning new information. Therefore, effective learning can take place when educators focus on helping
learners relate new knowledge to their preexisting knowledge (Woolfolk, 2015). Cognitive constructivists believe that learning occurs when educators
allow learners to experience new things and let them reflect on those experiences so that they can relate them to their preexisting knowledge or skills.
In essence, students construct knowledge when derive meaning from new experiences by relating them to their previous experiences (Wijayanti, 2013).
Constructivism acknowledges that

Lecturer Peter Senge Once Stated, вЂњKnowledge Is Constructed,
Lecturer Peter Senge once stated, "Knowledge is constructed, not transferred" (Callahan). With this one quote Peter Senge has managed to mock the
modern education system. Today's educational institutions do exactly what Senge says not to; teachers try to transfer knowledge to their students
through lectures, worksheets, and rubrics. This type of instruction, called essentialism, limits student's creativity. Students are unable to act
independently from teacher expectations. Essentialism tends to have one right answer and only one way of finding this solution. Instruction following
this set up will begin to reduce student perseverance; students become frustrated if they cannot solve the problem the way the teacher described and
often give... Show more content on Helpwriting.net ...
In order to embrace constructivism in the classroom one must first ask, what is learning, how do students learn, and how should teachers teach?
Learning can be defined in many different ways. The Merriam Webster dictionary defines learning as, "knowledge or skill acquired by instruction or
study and modification of a behavioral tendency by experience" Both definitions are needed when describing learning since both cognitive and
behavioral learning occur. In a constructivist classroom learning can be defined as, "humans construct[ing] knowledge and meaning from their
experiences." (The University of Sydney) "These classrooms embraced learning more strongly than classrooms with a behaviorist orientation and far
better than classrooms with a laissez–faire teacher" (DiGiulio, 2004, p. 54).
Creativity and imagination are abundant among children, especially at the elementary school age. Many philosophical approaches to education limit
creativity and focus on following rules and listening to instructions. Constructivist teachers refuse to limit students' abilities providing students with
freedom of choice. Constructivism allows each student to learn in the style best suited for them, whether that style is hands on learning, visual learning,
or auditory learning, students want to learn.
People learn in many different ways. The most common types of learners are listening, seeing, or touch learners. Constructivism addresses all three of
these learning styles. In a

Teaching Methods Essay
1.Discuss the reasons for selecting the teaching methods used.
In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching methods: * Initial assessment
* Brainstorming * Group work * Differentiation * Constructivist teaching.
Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies that engage the student.
As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class, although I did
consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so that each ... Show more content on
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One of the methods I used was to allow the students to share their knowledge with each other through mind–mapping and then through working
together on a true /false questionnaire.
2.Critically discuss two of the teaching methods used and examine each one in terms of their strengths and weaknesses.
The first method I would like to discuss is the constructivist approach – an active way of building on students' knowledge, ensuring students use and
apply the knowledge given. In my view this method covers all the positive points for exploring a specific subject, by using the method of the students
building their own interpretations of the information given, as Petty explains: "What does it mean exactly to have a full grasp of a new topic, and to be
able to use your learning successfully even in new situations?" (Petty 2004, p. 7), going on to explain the theory behind Bloom's taxonomy, a hierarchy
of learning and putting the attributes to learning in order. In simple terms, the knowledge a student requires at the beginning is rather basic; then
comprehending the knowledge means that a student has been able to move on by understanding and explaining.
Once a student has comprehension they (with the help of a teacher) can apply that comprehension. For example, during the micro teach session once I
had given an overview of the heart, students were able to complete a questionnaire. I could see from the answers that they had gained

In support of the constructivist theory of education for...
Educational philosophies differ from person to person. From behaviorist to constructivist and everything in between, the one thing they have in
common is that they attempt to explain how people learn. This paper will explain why I tend to lean toward the constructivist theory of education and
defend this theory using a variety of current literature. It is important to note that the theories that are talked about as educational theories are often
looked at as both theories of teaching and learning; however most of these theories are not theories of teaching but rather learning (Baviskar, Hartle,
Whitney, 2009). This may be especially true for constructivism where there can be a common misunderstanding of what constructivism actually is...
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The ability to critically think is vital for athletic trainers who must make difficult medical decisions in extremely short periods of time. Teaching critical
thinking skills starts early as students are introduced to athletic training and evidence based practice in athletic training. The students are asked to
critically evaluate scholarly journal articles and use their research to create poster presentations on topics of their choosing (with direction from their
instructor guide). During this project the students receive instruction on how to differentiate valid scholarly research from research that may not be as
accurate or reliable. This helps them to learn critical thinking skills that will be valuable to them in the future. In addition to these types of problems,
constructivist learning theory advocates the use of real world problems in the classroom. The ability to solve real world problems helps them to obtain
the critical thinking skills necessary to succeed as an athletic trainer. Athletic trainers must also be able to collaborate with a variety of other individuals
including athletes, coaches, physicians, and a number of other health care professionals in order to provide the best care for their athletes. This
collaboration often takes place with the athletic trainer

My Writing Philosophy Research Paper
My Writing Philosophy
To succeed as an elementary school teacher, I need each one of my students to succeed. When I first decided to become an educator, I had it in my
mind that reading was the backbone of the classroom. However, after this semester, I have learned writing is every bit as important as reading.
"Classroom teachers as well as writing researchers have discovered that even young children communicate through writing, and that hey begin writing
as they're learning to read or even before they can read." (Tompkins, 2012 p. 4). In order to succeed as a writing teacher, I will need to identify and
define good writing instruction, set student learning goals, choose effective teaching methods and use effective measures of learning. ... Show more
content on Helpwriting.net ...
The ability to diagram a sentence does not make a good writer. There are many students capable of identifying every part of speech who are barely
able to produce a piece of prose." (College Entrance, 2003 p. 16). Grammar and writing are not one in the same, and the previous statement tells me
that writing instruction needs improvement in today's classrooms. I firmly believe time is of most importance when it comes to good writing. It's
crucial that appropriate time is carved out of every day for writing. I think it's important to make writing cross–curricular; this can be very time
consuming, but allowing students to see the value of writing in every subject will be beneficial to their future. During designated writing time, I want
to incorporate all five of the developmental stages of the writing process. When a student can pre–write, write, revise, edit and publish their work, they
are building a strong foundation of their writing

Examples Of Constructivist Teaching Method
Constructivist teaching method
Constructivism is mainly a theory created on perception and logical study, about how individual learn. It says that individuals develop their own
comprehension and information of the world, through encountering things and considering those encounters. Constructivism is a theory on realizing,
which recommends that individuals get learning by encountering things and in conjunction with information that they as of now have, "develop" their
own comprehension of these things (Piaget, 2016).
Constructivism encourages the learner to be active regarding how they learn, take information and concluding it to their understanding instead of being
a passive learner (Piaget, 2016).
Examples of constructivist teaching method
In constructivist teaching the ... Show more content on Helpwriting.net ...
This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.
Problem–Based Learning: students are provided with a general scenario and they examine all aspects it and come up with ideas, opinions and solutions
Adapted from: Gray, A. (1997). Constructivist Teaching and Learning. Retrieved November 27, 2016, from SSTA Research Centre: http:/
/www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Instruction/97–07.htm#Constructivist Teaching Involves Negotiation
Goals
Jonassen (1991) proposes that creating a constructivist–learning environment as an essential part of constructivist teaching method. He also identifies
the following goals and suggests that the goals may take one of several forms, from least to most complex:
To solve a question or an issue
To conduct a case study
To get involved with a long–term Project
Continuous involvement with a Problem (multiple cases and projects integrated at the curriculum level)
Based on these goals the learning activities can be framed in a way that students revolve around working on a problem, a case or a project.

The Courage To Be A Constructivist Analysis
Constructivism powerfully informs educational practice (Brooks, 2003). Constructivism promotes active problem solving, customized teaching
strategies, and integrates assessments throughout the learning process so that students are involved in assessing their own progress (Constructivism,
2011). The constructivist theory is not, however, universally accepted; some say that objectivism, rather than constructivism is far more reasonable in
its implementation (Carson, 2005). This paper will attempt to analyze ––––––––––––––––––––––––
The Courage to be a Constructivist
In The Courage to be a Constructivist, Brooks and Brooks create a juxtaposition between constructivist teaching and high–stakes test teaching. The
focus on high–stakes instruction ... Show more content on Helpwriting.net ...
In terms of teacher readiness, the lack of commonality and disagreements are attributed to the unsuccessfulness of education reform. Teaching will only
become a true profession when education can be pinned down to a science (Elkind, 2004). As such, teacher training must be reformed before an
institution can be reformed. Curricular readiness is another domain that Elkind describes is as insufficient to support constructivist reform. Teachers
must understand and match a child's learning ability and their current understanding to the curriculum in order for a child to successfully acquire the
desired knowledge (Elkind, 2004). Societal readiness is the third domain that Elkind addresses. Educational reform must be reflected by a broad social
consensus in order for it to be successfully implemented (Elkind, 2004). Effective and fair policies should be implemented to ensure quality education.
The field of education should be an environment where teacher, curricula, and social readiness is in place to ensure constructivism can prosper.
According to Elkind (2004), technological advances will likely provide more change than the conflicting ideas in educational philosophy. What began
with typewriters and calculators has graduated to e–mail, Blackboard, PowerPoint, and many other programs which distribute information. With all of
the advances that are readily accessible today, the field of education

The Use Of Technology In Teaching
"Teachers need to seek ways of using technology as a learning tool for their students even if they do not master the technology and cannot act as an
expert" (Raihan & Lock, 2012, p. 25). The utilization of technologies has notably changed the English teaching methods. "Technology provides so
many options as making teaching interesting and also making teaching more productive in terms of improvement" (Patel, 2013, p.116). In traditional
classrooms, teachers usually stand in front of students and give lectures and also give explanations and instructions by using the chalkboard or the
whiteboard. As stated by Joshi (2012:34), these techniques need slightly to be modified regarding with the development of the technology.
The use of technology–based texts in classroom helps student to become increasingly familiar with academic vocabulary and language structure. The
use of print, film and the internet give students chance to accumulate information and acquaint them with different materials for exploration and
translation of both language and context. The use of the internet can make the benefit of increased student motivation. "Internet presents students a
wide range of collection of English language texts in many discipline departments" (Joshi, 2012, p.34). Furthermore, use of film in teaching can help
learners to comprehend the topic with energy and build up their knowledge. At times, instructors attempt to help their learners to gain from and about
technologies, but overlook

Why Is A Dog Stand By Command?
Why is my dog not learning to stand by command?
One of the joys of having a dog is that you can teach him cool tricks – "sit", "lie down", "jump", etc. But it's easier said than done, right?
Sometimes even a simple command like stand turns into a challenge for first–time dog owners. If that's the case with you, read on to find the answer to
your problem.
Let me begin by saying that while "stand" might seem like a useless command, you couldn't be further away from the truth. "Stand" is useful when you
have to trim your dog's nails, wipe his muddy paws, or when he has to be still while the veterinarian is checking him out.
So, the million dollar question is why the dog is not learning to stand by command. No, the problem is not your dog, but ... Show more content on
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The procedure is the same describe in step one, but your hand is empty this time. If your dog stands, immediately give him a treat and praise him. If he
doesn't, encourage him verbally. Once the dog has perfected this action, you can continue.
4.Step four – introduce the command "stand"
Your dog is ready to learn the word "stand". Here's how it goes–say "stand", use the hand gesture that your dog is already familiar with, and praise the
dog when he responds correctly. Eventually, your dog will get the hang out of it and connect the word "stand" with the action "stand" and the treat.
5.Step five – drop the hand signal
After the dog has mastered the previous step, it's time to drop the hand single and rely only on the verbal command. In most cases, the dog will do it
right because now he understands what "stand" means. But if he doesn't, go back and practice step four until the dog gets it.
As you can see, it's not so complicated to teach a dog to stand by command. But it requires time, patience, and consistency. Don't force the matter, be
gentle, friendly and follow the steps above and in no time your dog will learn to stand by command.
How did you teach your dog to stand by command? Was it difficult? Share your tips in the

Characterism In Our Twisted Hero, By Yi Munyol
Twisted Hero Essay Terrorism, one of the most twisted causes in the world, is seen as heroic to a some people. And when considering cultural ways
of viewing heros, we generally put them on the highest pedestals for what they do. They are seen as admirable and an image people strive to be. But,
a twisted hero is not some who is put on that pedestal. They are not admired and look upon as great. By definition twisted means unpleasantly, or
unhealthily abnormal. Also, if you just think about it, twisted is something grotesque in nature and not desired upon being. Therefore, a twisted hero is
someone who although they use unconventional and undesirable methods to advance a cause, but by the fruit of their actions they are heroic. When
looking at the book Our Twisted Hero, by Yi Munyol, he presents a number of different characters within a classroom setting to be a twisted hero.
Within the story the twisted hero is the 6th grade teacher, who broke up Om's rule over the class. He did this by beating the class into submission
saying "I wouldn't have laid a hand on you unless absolutely necessary"(Munyol 95). This shows how the teacher used an unorthodox and harsh
method to produce his results. He explains how he was disappointed in them and how they so easily gave in. He did the unpopular thing. He stood up
to Om and beat that class into submission. This example ties back into how a twisted hero is not someone desired upon being for being and using
objectionable standards,

Stanley Fish 's Article Stepping On Jesus
Stanley Fish's article Stepping On Jesus, talks about the idea of a higher power and how some will defy higher authorities in order to respect their
values. While not everyone believes in a higher power, many will show signs of respect, Fish does not idolize these students. Throughout the article,
Fish states many different points and beliefs on what is right and the different teaching methods. Fish sticks up for these teaching methods and not the
students. However, the students should be the ones getting stuck up for. In Fish's article in the New York Times, he aims to show both sides of the
controversial assignments given to students. These assignments aim for the belief and strong views that students hold. They start discussions and many
students even refuse to complete them due to their insensitivity to their beliefs. Fish tries to persuade the readers that when something attacks
someone's personal belief, they tend to react and fight for what they think is right. Fish also shows both sides of the arguments by talking about how
the assignments are uneasy. Furthermore, how the professors do not mean to attack anyone they simply want to engage students in controversial topics
and allow students who do deny the assignments to reaffirm their faith. Fish uses various examples in order to get his point across to the readers. For
Fish's first example, and also his biggest one, he talks about the student who refused to perform the assignment of writing Jesus's name on a piece

The Evolution of Second- and Foreign- Language Teaching
The Evolution of Second– and Foreign– Language Teaching (The 19th and 20th Century and The New Era of Second Language Teaching) In his
treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which language pedagogy has aimed to renew and
improve itself:1. Innovation through change in teaching methods; 2. Innovation through language–related sciences and research; 3. Technological
innovation. During the nineteenth century, the Grammar–Translation Method with its emphasis on the transmission of structural rules and analysis of
form served as the principal method of teaching modern and classical languages in schools. The goal of studying a foreign language was to learn the
language so as... Show more content on Helpwriting.net ...
Under this paradigm, students become "active discovers and constructors of their own knowledge". Knowledge construction, communities of learners,
individual and collective discovery and problem solving: these will be important qualifiers for education in the 21 st century. This new paradigm for
education contrasts boldly with the traditional paradigm. The following table contrasts the two paradigms or the conventional and reform approaches
to education: Conventional Instruction Reform Instruction – Teacher–directed Student exploration – Didactic teaching Interactive modes of instruction
– Short blocks of instruction on Extended blocks of authentic and multi– a single subject disciplinary work – Individual work Collaborative work –
Teacher as knowledge dispenser Teacher as facilitator– Ability groupings Heterogeneous groupings –

Analysis of Article "Never Say Anything a Kid Can Say" by...
What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis?
According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long–term impact
as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our
teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to
explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After...
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In order for him to accomplish this, he focused more on the five questioning strategies: never say anything a kid can't say, ask good questions,
replace lectures with sets of questions, use more process questions, and to be patient. He stressed the importance of teachers not only asking quality
questions that guided a student's thinking abilities but to also allow students the time they need to actually think through their observations to arrive
at an answer they are most confident in (Reinhart, 2000). I liked his "wait time" approach, as it is important for us to always give our students time
to process their understanding of the question to arrive at their answers rather than always asking a question and calling upon the first hand we see. I
agree because often times, students who are timid do not want to be called on so they either do not complete the work to arrive at an answer and if
they do not know the actual answer, they do not know the proper steps they need to take in order to arrive at the right answer. This method can be
productive for both the students and the teacher. I can see some positive aspects of Reinhart's position of a student–based teaching method. It promotes
self–confidence in the students. Students at this level are more peer–conscious and if

Ted Talk: Constructivism
I believe the quote presented at the beginning of the constructivism article by Duffy and Cunningham represents the importance of emphasizing the
student rather than the teacher in education. Students should be afforded the opportunity to learn and make content personal and relevant to them.
They should also be able to seek out ways in which learning is pertinent to them. In the "Paper Towns" Ted Talk given by John Green, he discussed
that many students learn and engage with the world via YouTube. When a student tells me, "I mostly watched YouTube all weekend," I usually think
it's strange, because it wasn't something I did or do now; however, when I show a video in class from "Crash Course," I have many students tell me
that they watch ... Show more content on Helpwriting.net ...
This is a reflection on the constructivist ideology in many ways. First, my teaching philosophy reflects a more constructivist ideology in that it
contradicts a more "traditional" style of teaching, where the instructor is the keeper of the knowledge, controlling the timing and the reveal of
information to students. One in class example that supports this is that I do not hold traditional lectures where I speak and students take notes.
Another way that I believe my teaching philosophy supports the constructivist ideology is that a lot of the work I do in my classroom occurs
"behind the scenes," as I develop projects and lessons that connect to key concepts in biology and life science. Duffy and Cunningham discuss the
PBL method in which problems are presented to students to generate "real problems" that contain "concepts and principles relevant to the content
domain" (p. 23). I have implemented a variety of PBLs in both my seventh and tenth grade classrooms. They are a lot of work to implement the first
time around, and it would be much easier to use a direct instruction style like the lecture method described above. One successful PBL that I used this
year started with the question "How dirty is our school?" and lead seventh grade students on an investigation on the properties of bacteria, their cellular
composition, and bacterial cell colonization based on different areas of inquiry in the school. Students collaborated, wrote a formal lab report, and
presented their data to the rest of the student body as we held a mini–conference. One of the key components of the PBL process is developing two
lists: what we know, and what we need to know. These lists guide research related to content and are completely generated by students. For example,
some

The Development Of Mathematics Changes And Grows Continually
Assessment 1A Maths
The development of mathematics changes and grows continually. Teachers are finding new ways and strategies to keep up with learning and having a
broader view on the ways chidren learn and develop. Their are many views of which theories are best suited in teaching mathematics, different age
groups are better suited to different theories.Constructivism is a theory which has become a challenge in teaching mathematics with learning how to
develop models of teaching that build on, and are consistent with, this theoretical perspective. Small–group interaction, nonroutine problem solving,
and manipulative materials can be valuable tools in the hands of mathematics teachers.Theoretically based frameworks for teaching mathematics in a
constructive way allow the potential to guide the use of these tools. A teacher can help students to develop new, more powerful mathematical concepts
using the constructivism theory.
Novice teachers who want their students to "construct" a particular idea, often ask for the idea from their students, consciously or unconsciously
hoping that at least one student will be able to explain it to the others (Simon, 1991 ).
The constructivism approach does not deal with a particular question or concept for example, if a group of students do not have a particular concept,
how does a teacher work with them to foster their development of that concept?
Constructivist theory is one perspective that works within a framework that helps build and

Disadvantages Of Maritime English
Maritime English (ME) should not be taught from the initial stage of the learners. After learners have achieved a minimum level of proficiency, ME
should be taught. Native as well non–native learning approaches have to be adopted which means that the learners will learn the language not only at
the institution but they have to develop it all throughout their life. Shen and Wang (2011) say that the traditionalteaching methods are not suitable for
modern maritime needs. So, the learners are to be taught shipping terminologies, safety communication, and technical marine English with new
innovative teaching methods. Along with the terminologies, the teachers have to present new vocabulary with illustrative materials like drawing or
labeling ... Show more content on Helpwriting.net ...
The maritime English teachers have to "teach locally but think globally" (Trenker, 2010). Therefore, a global teaching approach as well as
globalization of maritime institutions is needed.
ME teachers should have abundant professional maritime knowledge, develop teaching skills and arrange training. They have to choose the textbooks
which are related to the latest maritime technology and regulations. ME teachers have to meet the requirements as set by the STCW Convention
(Convention on Standards of Training, Certification and Watch Keeping for Seafarers) by developing good syllabi, classroom materials and adopting
effective teaching approaches. Kourieos, Stella (2015) found that lectures were the least preffered means of instruction whereas classroom discussion is
rated highest by the students. Therefore, more interactive pedagogical approach is needed to be adopted by the teachers. Speaking and writing skills
should be incorporated into the curriculum. The teachers have to improve oral English teaching and bring authentic materials to the class. Certainly
there are some challenges for the teachers. One challenge that teachers mostly encounter is to keep their teaching materials up–to–date. Finally, as
learners use different strategies, the teachers have to focus on the learning strategies, modify their teaching method and classroom materials from time
to time. Learners' age, gender, personality, motivation, self–concept, life experience and other

Constructivism
Constructivism Essay
Introduction
In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the education theories,
constructivism and behaviourism.
According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge, learning and instruction.
The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourism, which have
been dominant in the field of learning and teaching. We will also argue these theories to reflect, which one of these theory is the more persuasive
position.
This contemporary world has defined the individual, as an active ... Show more content on Helpwriting.net ...
Whereas only in a learner–centred learning process, individuals can be an active participant and construct their own knowledge.
Constructivist concerns about learners needs, because they focus on "How do they learn?" rather than "What should they be taught?" Thus, when an
individual needs to learn for a purpose, the individual will find and learn relevant knowledge to achieve that goal. That must be the purpose of our
education system to create independent analytic mind.
Despite Richard Fox criticized that constructivist view of learning is essentially a process of making sense of the world. (Fox,2001), I believe, we do
not learn a definition and go apply it, we learn by looking at things, noticing similarities, bringing those similarities together and exerting ourselves to
make sense.
Behaviourism views instruction as the process of providing knowledge, constructivism views instruction as the process of supporting construction of
knowledge. (B. A. Bichelmeyer & Yu
–chen Hsu, 1999, P.4). Constructivist education program provides learners a creative environment that they
can see the whole picture. The role of instructor is a supporter in learning activities and helps learners to evaluate the structure of their knowledge

effectively, rather than provider of knowledge. Instead of Knowing How, Knowing Why becomes very important issue in constructivist

Subject Leader Essay
1. Introduction:
A subject leader or middle manager plays a crucial role for every school or institution. The Teacher Training Agency (TTA, 1996, P. 4) illustrate that:'
Evidence from OFSTED inspections and other sources has shown that pupil achievement is higher when the role of the subject leader is clearly
identified and effectively implemented.' Considering the structural aspects, Morris and Dennison (1982, p. 40) suggest the role of the subject leader
should be following:
1. A professional role as a teacher in the classroom.
2. An organizational role as part of the responsibility for management of the department.
3. A corporate role within the whole school as a 'middle manager ' in the administrative structure of the institution.
4. A personal role.
However, The subject leader is not just the machine that carries out guidelines, policies and enforces the orders from the superior, but it should more
address the relationships with relevant others and related performance hoped of a post holder (Adey,1988; Ribbins, 1988; Webb and Luons, 1982). The
role–set of the subject leader should involve not only to be teachers, but also their subject leaders, head teachers, governors, parents and student (David,
2001). As an intermediary, the subject leader should accommodate the relationship between all aspects. Therefore, apart from the job of teaching and
learning, the more crucial issue for the subject leader is how to deal with these relationships. Furthermore,

The Importance Of Early Reading
It has been said that one of the foundations students will build upon in the primary grades of their academic career is learning how to read
proficiently. This skill will enhance the student's academic achievements and will be a vital layer of the foundation needed to achieve success during
their academic career. A large portion of research conducted on a young student'sreading, focused on the cognitive facets of reading such as word
recognition and comprehension skills. A major step in avoiding early reading difficulties is to guarantee that early reading interventions accentuate
reading instruction, inspiring students to read (Ciampa, 2012). The constructivist and explicit instruction views of teaching reading have been
researched and analyzed as instructional approaches that nurture successful reading capabilities. The constructivism philosophy is a learning theory
that is well–defined as a student's acquisition of new knowledge founded on the student's prior knowledge and experience. Students are perceived as
automatic learners who begin to shape their knowledge in reply to contact with stimuli experienced within their environment. In return, a
comprehension is developed in stages by the student's continuous involvement. Constructivism calls into question the method of instructional strategies
that are considered traditional. The constructivist theory also suggests that a student's learning should be reliable, and that learning needs to meet real
world educational

My Philosophy of a Constructivist Mathematics Education
At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a
formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering students' mathematical experiences that
fundamentally stems from a Piagetian genetic epistemological constructivist model that allow students to scaffold their learning through cognitive
processes that are facilitated by teaching in a resource rich and collaborative environment (Thompson, 1994, p.69).
The student
Constructivist learning in mathematics should endeavour to encourage students to "construct their own mathematical knowledge through social
interaction and meaningful activities ... Show more content on Helpwriting.net ...
A skilled teacher will also construct an appropriate classroom environment where students openly discuss, reflect on and make sense of tasks set before
them (Clements et al, 1990). Through pedagogical constructivism (Noddings, 1990, p.14) I believe that in order to teach well, "we need to know what
our students are thinking, how they produce the chain of little marks we see on their papers, and what they can do (or want to do) with the material we
present to them (Noddings, 1990, p.15)." Through pedagogical constructivism, teacher should warrant the use of more effective diagnostic tools, such
as understanding ways of thinking, methodical errors and misconceptions (Noddings, 1990, p.15). This is achieved by using an array of effective
teaching strategies.
Justified Learning & teaching strategies to develop understanding
It is important to note that a student's view of a subject is founded upon the experiences in which he/she is immersed in and this subsequently forms
their expectations of mathematics (Knowles, 2009, p.29). The strategies that teachera employ should be both challenging but achievable and
furthermore within Vygotsky'szone of proximal development (ZPD).
"Realting is the most powerful contextual teaching strategy and is at the heart of constructivism (Crawford et al, 1999, p. 34)." This is where students
draw on their own life experiences and use their prior knowledge to address a problem or question at hand. It is

Constructivist Learning Theory Essay
The very first thing one must know about the constructivist theory of learning is the premise that learners arrive at learning situations with prior
knowledge and proceed to take and active part in building new knowledge upon that prior knowledge as they experience new things and reflect on
those collected experiences (Learning Theories Knowledgebase, 2012). This theory directly contradicts the behaviorist learning theory in which learners
are believed to arrive at learning situations with "clean slates" of understanding. From a behaviorist's perspective, people learn because as they respond
to negative and positive stimuli in their environment (Learning Theories Knowledgebase, 2012). While that may change observable behavior ... Show
more content on Helpwriting.net ...
The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding. Constructivist learning
"fosters critical thinking and creates active and motivated learners," according to McClurg (2009). The educational emphasis is not on delivering
knowledge nor organizing that knowledge in a prescriptive system, but rather on teaching students how to build their own understanding within
meaningful contexts for lasting effect (Learning Theories Knowledgebase, 2012).
Lev Vygotsky is one of the earliest proponents of a constructivist learning theory. Although he only lived through the early 1930s, his work was largely
unknown in the West until the 1960s (Learning Theories Knowledgebase, 2012). His significant contributions to constructivist learning theory include
three important distinctions. First, he purports in Mind and Society: the development of higher mental process (1978) that "social interaction between
people plays the first fundamental role in the process of cognitive development" (explained in the Learning Theories Knowledgebase, 2012). This
means we first learn by watching others and discussing new information with others, only then do we attempt to use our own cognitive systems for
storing that new knowledge individually. "Vygotsky focused on the connections between

Bigg's Misconceptions
Let me point out a few common misconceptions that you might create while conceptualising your own version of Bigg's ideas. 'Surface' and 'deep' are
characteristics of the approaches that students might make, not characteristics of the students themselves.
The three learning theories I want to discuss are Constructivist, Humanist and Congnitivism.
According to constructivist theorists it is important that students do not have misconceptions before they start to learn a new concept. Teachers should
identify the students current understanding and ideas in order to construct new meaning. This can be done, for example, by giving a quiz as an
introduction to a new subject, by group discussion, by giving activities after presenting new ... Show more content on Helpwriting.net ...
The humanist learning theory (also known as self–directed learning) increases curiosity and encourages students to take responsibility for their own
development and learning. It can be applied by establishing a warm, positive class atmosphere where each student believes they can learn what you
want them to learn. It is important for the teacher to help students feel positive about themselves.
I would do this in my teaching by giving lots of praise to students, particularly students that have a problem with confidence and are participating in
tasks and activities outside of their comfort zone. I would try to create an atmosphere where there is no judgement from other students, where students
are encouraged to think for themselves and discuss their findings – not saying that answers are right or wrong but considering why they have come to
their conclusions, if there might be other ways to approach the question and if different answers might be found. Once the students are comfortable and
confident in the environment and in what they are doing then they can be stretched and challenged. In this learning theory it is also important that the
studetns are given some control over their own learning, so they should be given options about what to learn and how to learn.
In cognitivism the focus is on the students and how they gain and organise their knowledge. Petty (2009, page 104) suggests that cognitivists argue that
learners

Constructivist Approaches to Acquiring Knowledge
The process of learning and acquiring knowledge is a very interesting and complex task. The constructivist approach of learning was first
expressed by Dewey (1936) in the early 20th century. Dewey has identified a progressive model based on philosophy Rousseau's writing and on
psychological knowledge. Piaget, J. (1973) study in early adolescent's psychological development of discover, or reconstruct by rediscovery,
Bruner's (1973) theory of indicating learning as a social process which comprised of various interactions to knowledge gain and many researchers
(Montessori (1946); Kolb & Fry (1975); etc) have seen embarked on Dewey's initial constructivism and discover it as one of the best teaching to be
used in education. Physical educators ... Show more content on Helpwriting.net ...
The author had proven that a constructivist classroom produces more learning than the traditional classroom.
An excellent study of applying constructivist theory by Banet and Ayuso (2003) have shown that a more in–depth study of the students' interest and an
ongoing analysis of the classroom setting is useful to increase the students 'understanding and results. They explored classroom atmosphere and
implemented teaching approaches that allow students' feedback and deepen their knowledge. This study also mentioned that the traditional constructs
of the students' knowledge, cognitive abilities, and the stages of cognitive development were unable to solve the problems. As compared to traditional
learning, students will acquire a more comprehensive knowledge of the subject.
However, many educators have misunderstood the concept of constructivist teaching (Baviskar et al, 2009). In Huffman et al (2003) studies,
technology was engaged as a useful constructivist tool to assist teachers to create a constructivist learning environment. However, confounding factors
found in the study for example, the step by step instructions interaction between the teacher, students and the technology did not create any new
learning or knowledge for the students. Baviskar et al (2009) highlighted that by using group works in the classroom as a constructivist educational tool,
may not necessarily be constructivist

Child Centered Vs Standards Driven : The Case For...
Child–centered versus Standards–driven: The Case for Constructivist Teaching
Jacob Daniel
EG 5023
July 24, 2014
Dr. Carrie Abood
Child–centered versus Standards–driven: The Case for Constructivist Teaching The educational philosophy of teachers significantly impacts an
educator's teaching style, and thus greatly impacts student learning. The philosophy of an educator affects the way they prepare for their classes, and
essentially it aids in the formation of his or her teaching methodologies. In the United States, standards–driven learning has traditionally involved
having students repeat newly presented information in reports or on tests. Child–centered teaching practices, in contrast, help students internalize, or
transform, new information. If the goals of teaching school subjects are to be successfully accomplished, teachers of different subject areas should
transform students' engagement in subject matters from rote recall and comprehension to more meaningful analysis, synthesis, application, and
evaluation via child–centered teaching models and methods. Child–centered teaching methods are primarily influenced by the philosophy of
constructivism. Rooted in the field of cognitive science, constructivist pedagogy is especially informed by the ideas of John Dewey and William
James; the later work of Jean Piaget; and the sociohistorical work of Lev Vygotsky and Jerome Bruner. Brooks and Brooks (1993) describe both the
constructivist pedagogy and the

Knowledge and Understanding in the Teaching of English
Knowledge and Understanding in the Teaching of English Lev Vygotsky developed "Social Constructivist "theory, which outlines the importance
of social context for cognitive development. Vygotsky theory benefits children's literacy learning as children develop skills through the use of
encouragement from an experienced educator or from their peers. Research has shown that as a result of Vygotsky's social constructivist theory,
early years literacy learning practices and student learning has been enhanced. Not only does "Social Constructivist" theory focus on constructing
knowledge but also promotes social and communication skills (oral language). This theory appealed to me because I believe Vygotsky's theory
was very relevant to the way I learnt English at school. The "zone of proximal" theory is a very effective means of achieving skills for the learner
at school. I used this concept when developing a new skill by interacting with my peers and learning from them. I believe that when I was actively
involved in my learning, I was able to retain and develop my skills quicker and more effectively. Many theorists believe that Vygotsky's theory is a
very effective way to develop cognitive development and I strongly agree and believe that children today will learn more effectively through this
theory's approach. Annotated Bibliographies: (1)Bruce L. Mallory and Rebecca S. New (January 1, 1994) Social Constructivist Theory and Principles of

Constructivist Theory
Constructivist theory Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which
knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge
from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that
framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to
change a faulty understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a fluke
and is... Show more content on Helpwriting.net ...
The constructionist teacher takes on a mediational role rather than adopting an instructionist position. Teaching "at" students is replaced by assisting
them to understand–and help one another to understand–problems in a hands–on way. While constructionism has, due to its impetus, been primarily
used in science and mathematics teaching (in the form of inquiry–based science), it is arguable that it developed in a different form in the field of
media studies in which students often engage with media theory and practice simultaneously, in a complementary praxis. More recently it has gained
a foot hold in Applied linguistics, in the field of second language acquisition (or SLA). One such application has been the use of the popular game
SimCity as a means of teaching English using constructionist techniques (Gromik:2004). Begininning in the 1980s, The LEGO Group funded
research in Papert's research group at the MIT Media Laboratory, which at the time was known as the "Epistemology and Learning Group." When
LEGO launched its LEGO MINDSTORMS Robotics Invention System in 1998, which was based on work in his group, they received permission to
use the moniker "Mindstorms" from Seymour's 1980 book title. In The LEGO Group's Serious Play project, business people learn to express corporate
issues and identity through the medium of plastic bricks –– another form of constructionist learning. In 2005, Papert, together with Nicholas
Negroponte and Alan Kay launched the One

An Exploration of Constructivist Teaching Methods
Introduction Constructivist Learning theory suggests that learning is achieved through the active engagement of the learner through the senses. A
learner constructs his or her own knowledge through the application of background knowledge and both new and past experience. Constructivist
approaches to learning are aligned with what research suggests are the most effective practices for promoting student learning and engagement; they
are learner rather than teacher centered and they promote self directed learning practices among students by engaging them in dialog and problem
solving strategies that are relevant to real world experiences. Three examples of constructivist teaching methods include peer teaching and learning,
focus on... Show more content on Helpwriting.net ...
"In general terms the implementation of a democratic classroom and a constructivist learning environment can be thus defined:" Instructional emphasis
on knowledge construction in an environment which supports active and collaborative learning Classroom activities that are learner centered, Socratic,
authentic, individual and group centered Instructional roles that focus on the student and that are collaborative and facilitative student roles are active,
collaborative, and self monitoring. (Ultanir, 2012, p. 205) Further, Brooks and Brooks (1993), urged constructivist practices of posing problems of
relevance to learners, "structure learning around big ideas..., seek and value students' points of view," adapt the curriculum to the learner, and "assess
student learning in the context of teaching." (Singh, et al, 2012 p. 201) Constructivist teachers respond to student questions and ideas with additional
questions, plausible contradictions, requests for explanations of students' thinking, and with placement of responsibility on the student for assessing the
efficacy of their own efforts. (Singh, et al., 2012, p. 201) In addition, "the teacher is a guide, facilitator, and co explorer who encourage learners to
question, challenge and formulate their own ideas, opinions and conclusions." (Citot, 2009; Cannelle & Reif, 1994; Ismat, 1998; Richardson, 1997;

Developing A Strong Classroom Management Style
There are many factors that affects a student 's ability to learn and achieve. Classroom management plays a major role in the effectiveness of education
and paves the way for the teacher to engage students in learning. Classroom management creates a set of expectations, routines, rules, and
consequences. Through my experience at Olson Elementary, I have had the privilege of observing Ms. Mason, her students, and how she addresses
classroom management. Every teacher has their own approach on classroom management, but essentially instills and models and principles of instills
the goals and structure that meet the needs of their students.
A key factor in developing a strong classroom management style is having engaging instruction. Ms. Mason creates a motivating environment by using
a variety of teaching methods and tools. She uses a document camera and projector to display teaching lessons to the class. She does assignments with
the students, which engages the students and allows them to move at a pace that better suits them. She also incorporates the use of videos, current
events, and different activity stations. She also has a compelling nature about her when speaks and interacts with her students; she is animated, sincere,
and captivating. In my future classroom I would also use different teaching methods because students have different learning styles. I would incorporate
more kinesthetic and hands–on learning activities. I would want to emphasize Ron Clark's approach

The Nurturing College Professor Essay
The Nurturing College Professor
Nurturing behavior regarding teaching is defined in both negative and positive ways when addressing the effectiveness of the teacher and his or her
impact and influence on student learning. Helping a student become a better and more involved learner is an important issue when talking about
nurturing teaching because it exists as one of the ultimate goals of this kind of encouraging and supportive teacher.This teacher wants to see his or her
students as engaged as possible with the material.Г¬Г–we would expect students who are really learning to be asking question and exploring
connections between their personal lives and the course material in their writings and informal classroom discussionГ® (Grauerholz ... Show more
content on Helpwriting.net ...
A nurturing professor may, at this point, be posited as one that creates a Г¬supportive and acceptingГ® environment for his or her student and that
engages in Г¬situations where conflict does ariseГ® (Jarratt).Susan JarrattГs concept of nurturing behavior is one that combines a non–threatening
environment with a discursive and interactive one. In another discussion of the importance and effectiveness of nurturing, Margo Culley et. al concurs
with this definition.They call for a Г¬fusion of affect and intellectГ® and the practice of being Г¬deeply engaged with [her] students yet committed to
a critical observation of this very phenomenon.Г® Jarratt and Culley et. al are engaging with this concept of nurturing teaching as positive and
illustrating what the practice of it should entail. They both, however, conduct their research within the context of the feminist classroom and affirm that
this nurturing teaching is important for women teachers to posses, especially those teaching women.Jarratt and Culley et. al are embracing a pedagogy
began by early women teachers and bringing it into the context of a modern classroom. This study of the overriding benefits along with effectiveness
and importance of nurturing teaching will, however, illustrate how this feminist idea may be and ultimately must be brought to professor both male
and female in all different classroom contexts in order to create a better

How Male And Female Students Use Language Differently...
In the excerpt "How Male and Female Students Use Language Differently" originally published in a book called You Just Don't Understand: Women
and Men in Conversation in 1990, Deborah Tannen observes that one method of teaching a class does not necessarily work for all other classes. Based
on her research, she finds that classrooms are often dominated by male students, because most instructors use a teaching method called "ritual
opposition", which exhibits "public display followed by argument and challenge" that cater to male students more than female students (Tannen 370).
Most instructors believe that classroom participation, where students are expected to contribute to classroom discussions, will determine students'
success. Consequently, ... Show more content on Helpwriting.net ...
Despite the problem of genders in a classroom, another main issue that appeared comes with a growing diversity of students. Tannen says, "treating
people the same is not equal treatment if they are not the same" (373). In her experiment, Tannen separates her classroom of twenty students into
several smaller groups to discuss their reading throughout the semester. She devises three ways of separating the groups by gender, the level of
education, and conversational style. Tannen believes that smaller group works effectively to promote students to participate in classroom discussion.
She monitors their conversation and association with one another and takes note of the people she assumed to be quiet. Afterward, she learns that the
students she presume to be quiet are actually "talkative" in smaller group, which reveals that she has held certain stereotypes. Eventually, she realizes
that "no one's conversational style is absolution; everyone's style changes in response to the context and others' style" (372). Accordingly, instructors
should monitor the interaction between students and figure out the best solution to help them overcome the barriers within a large group of

Common Values Of Ethics In The Code Of Conduct
Part C
The code of professional conduct 'serves as a guiding compass' with common values to promote professional teacher practice and to act as a moral
guide of respect and dignity. (The Teaching Council, 2012). Higgins (2011) states that each individual holds a different view of what ethical morals
and practice is and dialogue can conflict with what constitutes a moral guide to ethical practice. (Higgins, 2011). Higgins also believes that embracing
human nourishing while also being self–full is necessary to adopt as a professional. Teachers as professionals must see teaching as an altruistic
profession and recognise the internal goods that come from their own human flourishing. Teaching as a profession is to be 'devoted to something beyond
Teachers that are well established in their careers are used to the traditional methods of teaching and fear to adopt new methods of teaching which see
the child as 'an empty vessel' in which the teacher must fill the student with their own knowledge. (McCarthy, 2006, page 27). Constructivist learning
requires a considerable amount of responsibility and effective classroom management from the class teacher. For constructivist learning to take place
effectively, it depends on how we as teachers engage with the students and by providing enough learning opportunities for effective learning outcomes.
(McCarthy, 2006). Constructivist learning requires time and effective planning to have a successful outcome. There are many advantages to using
constructivist pedagogy in the classroom. Constructivist learning allows the child to construct his or her own knowledge rather than just simply being
told their knowledge. Teachers can encourage constructivist learning through the use of thought provoking questions to promote critical thinking and
for children to 'become problem solvers and perhaps, more important problem finders.' (Brook,1999, page 103). Using constructivist methods in the
classroom is useful as the children can enjoy the learning experience and learn much more as they are actively involved in constructing their own
knowledge. (Thirteen

Constructivist Theory: Teaching Theory
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory
focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or
views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004).
When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience.
In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands–on assignments or real–world
Johnson, 2004). It is thought that if there is no language, there is no learning. Learning can be a social activity. Some people believe that you learn only
between you can the concept you are learning, more people say that you learn more when you are being social and learning is associated with your
family, peers and teachers. The constructivist theory states that progressiveeducation involves the social aspect of learning along with the uses of
conversation(P. Johnson, 2004). We do not learn straight up facts in our mind that is separate from the rest of life, we learn with what else we know,
our beliefs, our fears, etc. Learning is contextual, we cannot isolate our learning from our life. If you don't have a basic structure of knowledge, then
how can you further your education. This goes along with the principle that one needs knowledge to learn. Therefore, any attempt to further teach the
person must teach based on the previous knowledge of them. Learning isn't an instant product activity, it takes time to learn. For you to have significant
learning, you must review past ideas and think about them(P. Johnson, 2004). If you think back to when you really learned something, you learned it
from repeated exposure to the idea and long periods of learning. To receive a deep understanding of something, you need more than just a few seconds
of learning. A very important principle would be motivation. Motivation is more than just helpful to learning, it

Example Of Constructivist Teaching Approach

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