Social Constructivism Paper

Social Constructivism Paper
I am at my core a social constructivist that this naturally draws me towards the use of storytelling as
a technique for my work and a tool for my research. The two philosophical assumptions that will
impact my research and practice are ontological and axiological assumptions and beliefs. I base my
beliefs in the fact that reality can only been seen when viewed through multiple lenses and this
reality is influenced by ones values, beliefs and experiences. Creswell (2007) states that the
interpretive framework of social constructivism is made up of individuals who look for
understanding in their professional and personal lives and this exactly what I seek. But seeking to
understand how justice can be secured for all Americans one must examine
... Get more on HelpWriting.net ...

Assessment For Student Learning Task One . Our Instructional
Assessment for Student Learning Task One
Our instructional setting consists of eighteen second grade students. One student joins us for ten
minute intervals throughout the day for social interaction. In the classroom, there are two English
Language Learners. One student does not need to be pulled out for extra help, while the other one
gets pulled out to receive extra help in math and reading. There are currently four students who are
below level learners in reading. Two of those students are reading at Kindergarten levels, and the
other two read well, but they are lacking in comprehension skills. For math, the same four students
who are below level in reading, are also below level in math.
Within this introduction, you will want to ... Show more content on Helpwriting.net ...
Students were given two days at the most to complete this assessment, and was reported on three
times in the school year. The first assessment, students were to describe a time they had fun in the
Winter, the second was to describe a funny even that happened to them, and the last was to write
about a time they had fun.
Describe the content and objective or standard being assessed. Discuss both the objective and
performance parts of this assessment; were the types of questions aligned with the objectives? Was
the assessment given on the same day or within a multi–day unit? Was it administered one–on–one
or in a whole group setting. Provide other details where pertinent. You may want to provide one or
two sample questions from each section of the assessment.
Objective Section: Analysis of Student Learning
The score that demonstrated mastery were three's and fours. "Almost there" students scored two's
and "not yet" students scored ones. The first narrative writing, three students scored ones, while the
rest of the class scored twos for the narrative form. In conventions, two students scored one's, and
ten students scored a two. The second test resulted in four students scoring a one, nine students
scoring a two, and three students scoring a four, for form. In conventions, six students scored a one,
two students

Towards Constructivist Teaching And Learning
Towards Constructivist Teaching and Learning
Abstract
Recent developments in South Australia have emphasised the importance of constructivism as a
theoretical basis for curriculum development and implementation, and associated school reform, in
government schools. This paper reports on some initial insights from a qualitative study
investigating ways in which teachers who are committed to a constructivist philosophy construct
teaching and learning. The study is a collaborative project between the University of South
Australia, The Open University and the South Australian Education Department. It is based around
the work of four primary teachers in two schools in South Australia. These teachers have been
involved in a South Australian Education Department innovative curriculum redesign project
entitled 'Learning to Learn'. This project promotes a view of teaching and learning that values
teaching and learning through: consciousness of who you are and why you do what you do,
personal/social relationships and learning as construction. This paper will draw on examples to
highlight a number of emerging themes in relation to the learning relationships, conversations and
tasks that characterise classroom cultures that are moving towards a constructivist orientation.
Introduction
Recent developments in South Australia have emphasised the importance of constructivism as a
theoretical basis for educational improvement in government schools. The new South Australian

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

How Children Learn in Taiwan
How children learn in my classroom
Introduction
The aims of this assignment are to demonstrate my understanding of learning theories and reflect on
the way that children learn in my classroom in order to develop my own personal theory of learning.
I teach English in a cram (tutoring) school which contains about twelve children per class and I also
private tutor adults and children in Taiwan. My pupils' ages range from eight years old to fifteen
years old. Mandarin is the major language in Taiwan and English is the foreign language that all
pupils have to start learning from third grade (age of nine to ten). Even though children start to learn
English from a very young age it's not used in daily life in Taiwan. It is very important for ... Show
more content on Helpwriting.net ...
I remember when I was a junior high school pupil in Taiwan. Pupils would receive physical
punishment for not reaching the scores that teachers expected. The teachers were presenting positive
punishment to prevent pupils getting bad scores again. Dobbs' (2009) research shows that physical
punishment does not work as a disciplinary tool. Having a favourable event or outcome removed or
using a 'time–out' might be more effective to encourage better behaviour. Physical punishment has
not been allowed in Taiwanese schools since 2006. But in rural Taiwan where I work, some
traditional parents or grandparents will still ask teachers to punish their children for their expected
grades.
Dweck (2007) indicates that positive reinforcement, such as praise, can encourage and increase
intrinsic motivation for pupils. Cotton's (1988) study shows that it is extremely effective to use
praise and reward systems to manage pupils' behaviour in class. However, the effects of the
reinforcement can be very diverse with different pupils, not every individual responds to stimulus in
the same way. Teachers need to adjust the stimulus depending on the individual group (Ibid). In one
of my classes there is one pupil who doesn't want to collect points which can be changed to
stationary goods or toys. I asked him for the reason and he told me that he has everything at home
and his parents buy him things if he needs them. For that reason, I needed to change his stimulus
which I found later to

Learning Theory And Its Impact On Education
Learning is essential in today's society as education becomes significant as economy advances. How
each learns varies, and there are different approaches used for learning. Learning leads to enduring
change in a person, and it is quite a dynamic process where the knowledge and skills to the learner
are different after the learning.
Learning theories as the conceptual frameworks that describe ways in which information gets
absorbed, processed as well as retained in a learning process. Getting an understanding of
knowledge development enables the teacher define methodology; to ensure effective teaching,
attending to how the learner learns ensures that the practices used by the teacher are enhanced.
Constructivism theory was pioneered by ... Show more content on Helpwriting.net ...
The Darwinian thinking was also incorporated by Brunner in his basic assumptions on learning. He
supposed that prime evolution and human culture were necessary for understanding growth and
development. Individual differences and lack of standard sequence is also a basis for thinking. He
implements the concept that culture moulds mind and gives a raw material for constricting the world
and self–conception (Bruner, 2009).
The characteristics of the Bruner's theory include;
Predisposition to learn that states that experience moves the learner towards the desire of learning.
The structure of knowledge; knowledge allows learner to be able to grasp ready information. The
structures vary, and preferences also vary.
The modes of representations in learning are words, visuals, and symbols
Effective sequencing; there is no specific sequence that will fit every learner. Sequencing can ease
making learning cumbersome.
The constructivist view learning as a means for mental construction through combination of already
existing knowledge with fresh information to create a meaning. The theorist gave a proposal the
learning is active, involves contextual process, social activity geared on getting a meaning and the
learner becomes a responsible agent contextualize what is perceived and understood in the
surrounding. The learner gets to interact with the immediate environment to conceptualize.
Constructivism is divided into cognitive and

Theories Of Learning : Constructivism And Social...
This essay will analyse three main theories of learning: behaviourism, constructivism and social
constructivism. Each theory varies in its approach to teaching as each has its own definition of
learning but all have strong implications for teaching practice. As every pupil has different needs
and different ways of learning, no one theory is useful for all children therefore I will be examining
both the benefits and limitations of each. I will discuss the implications of each theory on classroom
practice, including how each theory influences different strategies and approaches to teaching such
as inclusion, observation and play. A degree personal experience will help me to reflect upon both
theories and legislation as well as the difficulties those who work in the classroom face with
inclusive practice with the constraints of the national curriculum and systems of assessment.
Burrhus Skinner is one of the best known behaviourist theorists. He applied ideas taken from his
works with rats and pigeons to children. Behaviourists define learning as something that "people do
in response to external stimuli". (Muijs and Reynolds, 2005, p21) Skinner argued that changes in the
behaviour of children are as a result of their response to events (stimuli) that have happened to them.
This process is known as operant conditioning which suggests that if a response to stimuli is
followed with a reward or encouragement, this response is likely to occur again. This then leads to
the idea

Realism, Liberalism, And Social Constructivism
Because global politics guarantees only anarchy and interaction, scholars must analyze the
international system using a variety of theories. Realism, liberalism, and social constructivism are
only a handful of lenses through which we view global affairs. Realism suggests that anarchy causes
states to fight for survival and the balance of power. Liberalism suggests that while states do fight to
survive, anarchy creates an environment conducive to cooperation. On the other hand,
constructivism suggests that people constructed this system of international relations and anarchy is
what states make of it. Although each theory is different, they still seek to explain both history and
the contemporary world.
The realist approach to anarchy treats it as the main mode of the international system. Realist theory
states that because the international system is anarchic, survival acts as a state's primary interest.
Without a higher authority to regulate the actions of states, much like a government regulates the
actions of its citizens; states are free to do whatever they please. Realism suggests that given this
amount of power, along with the primal and violent nature of humans, states must constantly fight to
survive. The self–interest of the state comes before anything else, so conflict is always possible.
States only gain relative to other states because there can be no absolute winnings for all states; a
zero–sum approach to power. Also, in the anarchic system states strive to put

Learning ( Pbl ) And Work Based Learning
In our global economy, industry demands dynamic, adaptable and innovative workers to remain
competitive. This presents a challenge to educational institutions on two fronts. Firstly to keep pace
with this requirement and secondly to equip their learners with the required skills and knowledge
that will enable them to either remain within this environment or to enter it.
Two approaches to learning that benefit individuals and meet this challenge are Problem based
learning (PBL) and work based learning (WBL). Both approaches are learner centred, motivating
learners to become self– directed.
PBL originated in Canada in the late 1960's underpinned by constructivist view. Developed for
medical students it became a widely used tool for learning (EE and Tan 2009, Hmelo–Silver, 2004).
In her paper Hmelo–Silver (2004) discusses the process of PBL, its methodology and the goals it
can achieve for both the learner and the facilitator. But a significant criticism of PBL relates to the
context in which it is delivered. As PBL is within a classroom environment it does not fully address
other concepts required in adult learning situations such as political, social or historical influences
(Foley, 2004).
The early form of WBL is the apprenticeship. The apprenticeship, a word derived from the French
verb "apprendre", meaning to learn, can be traced back to ancient Egypt (Rorrison, 1988). This
concept of teaching a craft has developed to meet the growing need for a highly skilled and

What Is The Premise Of Social Constructivism
Introduction
Motivation, interest, practicality, connection, and personal value are the major fundamentals of
education. The realization of knowledge, sound logic, and the capability to reason, whether it is
better to the teacher or not, come second to a student 's affective well–being. My philosophy of
education follows somewhat of a social constructivist approach. Social constructivism can be
described as socialization, a process of acquisition of skills, knowledge, and dispositions that
enables the individual to participate in his or her group or society (Sivan, 1986). I feel that my
teaching methods and beliefs are in line to what the premise of social constructivism is based on.
According to Swap & Walter (2015), social constructivism implies that learning occurs via groups
interacting through shared experience to co–develop knowledge and interpret the meaning and
implications of the knowledge gained. Engaging constructivist methods of teaching in one 's
classroom powers students to take a dynamic role in their education by making decisions and
assuming responsibility for intellectual inquiry and innovation. For instance, discussions,
experiments and projects ensure student accomplishment and allow scholars and the teacher to
determine individual student 's preferences and fortes. This method facilitates differentiated
activities for each student 's unique ambitions, making the subject more relevant to every student 's
life. As professionals delegated with the

Social Constructivism Essay
Constructivism is a type of method that has changed and continues to change with time. It has been
stated that due to the fact of the ever–changing definition many have called the definition empty.
According to Kretchmar (2017), "So many different definitions currently exist some scholars
believe constructivism has been emptied of meaning altogether." Sofie M. M. Loyens and David
Gijbels (2008), defines constructivism as "the way in which people try to make sense of situations
or, in other words, how people create meaning" (p. 351). There are two specific kinds of
constructivism, cognitive constructivism, and social constructivism. Many people feel like as a
teacher it is your job to only teach the text or the material. The constructivist ... Show more content
on Helpwriting.net ...
Dewey also believed that ideas are important being that they lead the way for creativity, hence,
providing students with a way to find solutions by combining ideas so that they produce a way of
action to get started towards the solution (Carvin, 2006). Dewey feels like students would benefit
more from real–world experience, something he called "directed living (Jones, 2008). Dewey felt
that through "directed living" would come freedom. He equalized freedom with growth. The next
theorist was Jean Piaget. Piaget focused more on cognitive constructivism and social constructivism.
He based his theory off of enhancing student's logical and conceptual growth. Piaget referred to this
as "cognitive structure" (Jones, 2008). Piaget emphasized schema and how teachers influence the
students. "Piaget's theory includes assimilation and accommodation, which are processes children go
through as a search for balance or "equilibration" (Wadsworth, 2004)". He wanted teachers to be an
aid, not some walking textbook. Piaget's theory was to make students critical thinker. The last
theorist was Lev Vygotsky. Vygotsky believed "teachers served as mediators who coached and
encouraged students to formulate their own level of understanding" (Carvin, 2006). He believes
more so in the social aspect of constructivism.
When it comes to bringing constructivism into the classroom it can be useful since it applies to
several types of teaching practices. Many teachers use the constructivist

Art And Visual Design : El Lissitzky And Modern Visual Design
The pioneering art movement of the early twentieth century redefined the modern visual design.
From its philosophy, aesthetics to experimental methods, cross–domain artists will be pioneer art
movement core ideas continue to output to the visual design, cast a pioneer art and visual design
cannot deny the inheritance relationship. El Lissitzky is one of the leading figures. Lissitzky has a
lot of titles, Russian Jews, teachers, artists, designers, architects, preachers, etc . later mentioned in
his influence, often referred to a lot of modernist genres – he is the Russian vanguard movement
Important leader, and mentor Kazimir Malevich to develop suprematism for the future of Bauhaus,
style art and deconstruction has an important impact.
" El Lissitzky was born Lazar Markovich Lisitskii on November 23, 1890, in Pochinok, in the
Russian province of Smolensk, and grew up in Vitebsk. He pursued architectural studies at the
Technische Hochschule in Darmstadt, Germany, from 1909 to 1914, when the outbreak of World
War I precipitated his return to Russia. In 1916, he received a diploma in engineering and
architecture from the Riga Technological University." ( guggenheim.org ) Lissitzky has the Jewish
culture's background, and this tide of the revival of the Jewish art in the later part of steering
supremacist and constructivism, others to social realism.This is Lissitzky as the starting point of a
designer, is the art of himself to his creed – the practice of artists

Research Paper On Constructivism
Constructivism: A Review
Abstract
Constructivism is an all–encompassing theory of learning that emerged as a prevailing paradigm in
the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy
(Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own
personal construct of reality by understanding and experiencing the world. The cornerstone of
constructivism is that constructing personal meaning is ingrained in individuals right from the birth
(Vygotsky, 1978).
The Overview
Constructivist approach explains the ways in which learners make their own personal senses of
learning tasks, the environment, the teacher, and the actual process of learning (Vygotsky, 1962).
Constructivism ... Show more content on Helpwriting.net ...
In education teacher acts more akin to a mediator consulting and helping learner grow. Social
constructivism adopts its stance as internationalist perspective operating within social context.
Learners are actively involved in the process of learning shaping their experiences about the world
by other significant people (Vygotsky, 1962).
3
Constructivism is part of educational psychology which places the learner at the central focus.
Learner learns by interacting in a social context of teacher and text. Each individual learner is sui
generis, no two learners are the same. The ways they view the world are not the same. Learners
bring these differences to the learning situation. Teachers must be cognizant of these differences.
Furthermore no two teachers and teaching situations are ever the same. Like students, teachers
should become self–aware of their beliefs and attitude to the teaching and learning and make their
own contributions to the learner as the situations arise (Williams and Burden, 1997). While learners
are interacting with the task beforehand, teachers are required to take the learners response to the
tasks to see if they are appropriate to their levels of developments congruent

What Is Dewey And Vygotsky's Model Of Cognitive Development
Dewey (1959) sees experience and education as being dialectically connected. Hence, to Dewey, the
experiences that the teacher designs and creates in the classroom, e.g. tools, activities or the
environment, have an impact on students' learning. The experiences must be relevant, authentic and
meaningful to the students for effective learning to take place. Besides individuals' experiences,
Dewey gives space for social experiences as well. He believes that students' interactions with others
and the environment are crucial factors contributing to their learning. Dewey's belief is further
extended by Vygotsky's (1978) model of Zone of Proximal Development (ZPD). Vygotsky believed
that collaboration with others helps one to complete tasks that one could not have done without
assistance from and collaboration with others. The ZDP is the level at which learning takes place. It
comprises cognitive structures that are still in ... Show more content on Helpwriting.net ...
Social constructivists view the critical importance of interaction with people in cognitive
development. Cognitivists view learning as occurring in the internal structure, of mental processing
of information, independent of the environment.
Learning occurs when learners can socially build, share, co–construct and apply knowledge.
Learning occurs when information is transmitted through and processed in a student's mind
(information processor) to memory. Knowledge can be transmitted and students learn by passively
absorbing knowledge.
Expert knowledge is de–emphasized. Everyone is entitled to constructing knowledge according to
his/her own experience. The development of an expert requires one to employ optimal learning that
is appropriate for that domain. Experts have extensive knowledge which allows them to perceive
large meaningful patterns, see and represent a problem at a deeper

Theories Of Learning, Misconceptions Of Biological...
Literature Review
To inform my teaching, the literature review has been divided into three subheadings: Theories of
Learning, Misconceptions of Biological Classification and Assessment for Learning (AFL).
Literature was acquired from Google Scholar, teaching resources and online journals from King's
College Library and resources provided by the PGCE department. Prior to locating published
literature on Google Scholar, I searched on Google to familiarise myself with general information. I
used keywords such as 'Jean Piaget Theories of Learning,' 'Vygotsky Theories of Learning,' and
'Misconceptions of Animal Classification.' Some original literature was not located and thus,
secondary literature was cited instead. Subsequently, the literature review was produced to ensure all
aspects of teaching Biological Classification to year 9s are considered.
Theories of Learning
A learning theory is a conceptual framework that describes how pupils acquire, process and retain
information, thereby, informing teachers on how to tackle the complex process of how pupils learn.
To ensure learning, prior to planning a lesson, teachers must be well–informed of a range of
teaching techniques to tackle differences in pupils' preferred learning styles. Over the years, research
on theories of learning and how pupils learn have progressed significantly and are considered below.
Jean Piaget has been given much recognition for his works on how pupils learn. With great
inspiration in cognition

Effective Teaching Essay
Introduction
"Those that can, do. Those that can't, teach". This simple proverb from George Bernard Shaw's
"Man and Superman" is often quoted in modern times, denigrating the hard work of teachers from
preparatory grades right through to the highest academic institutions. While it is true that almost
anyone can teach in the true definition of the word, being an effective teacher is a much harder
proposition. A truly effective teacher has a wide pedagogical skill set, along with the knowledge of
when to apply it, an awareness of their students in terms of their needs and abilities and an
understanding of the curriculum and its aims. This essay will review some of the critical
prerequisites of an effective teacher.
Student ... Show more content on Helpwriting.net ...
An effective teacher would be aware of any restrictions or special needs of their students to ensure
that all students would be able to participate and gain knowledge from the lesson without feeling
alienated. In this example having print–outs of the slides and a transcript of the video, which would
ensure that the students would be able to have access to the knowledge and join in on follow up
activities and discussions.
The lesson plan attached in Appendix A shows a lesson that is designed in a way where all students
can engage regardless of their backgrounds. Concerns specific to that lesson related to children not
having regular access to gardens and outdoor areas, a common concern with many high density
suburbs and high–rise apartment blocks. The core of each activity is based around pedagogical
questions to enable the entire class to participate, while still having a psycho–social element at the
end, where students can add their personal experiences and relate the lessons back to their real life
experiences.
The next student–based skill set is classroom management. An effective teacher understands the
classroom environment has a large impact in a student's successes. An effective teacher will choose
a classroom management style based on the unique student body composition. A secondary school
science class may have a far more business–like feel than what may be effective for a prep grade
class.
The main underlying goal is

Social Constructivism And Its Impact On International...
Social constructivism emerged in the mid–1990s, after the end of Cold War. Although it has been
seen as a 'young ' theory in International Relations, it has challenged the two dominant theories –
realism and liberalism. It also provided new theoretical openings to understand the International
Relations. Social constructivists tried to establish a "middle ground" between rationalism and
poststructuralism. Unlike realism, social constructivism claims that material capabilities of states,
such as military power, is not the only essential factor in International Relations. It also concentrates
on other non–material factors, including identity, culture, ideas, norms, institutions and interests.
Moreover, it believes that the interaction of structures and agency is a key in explaining the
international politics. However, not every social constructivists agree with the same themes of the
theory. There is contestation. According to Ted Hopf (1998), social constructivism can be divided
into two categories. The first type is the conventional constructivism, in other words, the 'weak '
constructivism. The second type is the critical constructivism, which is also called poststructuralism.
In this essay, I am going to discuss the limitations of the weak form of social constructivism from
the perspectives of other approaches, such as the critical constructivism and rationalism. The other
approaches can indicate the deficiency of the weak form of social constructivism. According to

Effective Learning : The Constructivist View Of Learning
Constructivist learning is theory based on how individuals learn and gain knowledge. Pritchard and
Woollard (2010, p. 5) explain that the constructivist view of learning is the idea that students form
meaning based on the information they have previously learnt. Each student will then construct this
knowledge based on their interpretation of the lesson, their previous knowledge and understandings.
Dobozy (2016) identifies two views of constructivism, cognitive constructivism is the idea that
learning is an internalised process of constructing information and understanding; whereas social
constructivism views internalisation as an occurance after learning and meaning is formed socially,
and that social communication is vital for constructing knowledge. The fact that the classroom is a
socially setting at teacher needs to understand the important role that social constructivism plays and
the impact on student's learning.
Student's learning is not only the product of information taught but also student's prior knowledge
and interactions in their home life, extended family and friends. Social constructivism plays an
important role in the classroom because meaning and interpretations are shaped through students
social and environmental exchanges. (Pritchard & Woollard, 2010, p.7). A teacher needs to support
students learning within the classroom to allow them to gain knowledge effectively. Effective
learning occurs when students are involved in the construction of their

Who Is Michael Vygotsky's Social Constructivism?
In accordance to Vygotskian social constructivism, my interpretations will rationalize how the
information I gathered about Michael reflects Vygotsky's sociocultural theory–the belief that social
systems and cultural traditions play a role in child development (McDevitt & Ormrod, 2016, p. 15).
Thus, this segment of my case study will thematically draw upon the wealth of research regarding
cognition and language development, which is influenced by the
 zone of proximal development (ZPD),
 use of cultural tools,
 importance of scaffolding,
 development of language, and
 value of playing.
"Vygotsky argued that children learn to use the tools for thinking provided by culture through their
interactions with more skilled partners in the zone ... Show more content on Helpwriting.net ...
Thus, private speech is neither social communication nor silent thought, but vocalized thought"
(Jones, 2009, p. 169). Moreover, Vygotsky believes that private speech is a technique of "self–
regulation" (Jones, 2009, p. 169). By observing Michael, I clearly understand that term. While I sat
next to him for regrouping, or while Mrs. Jackson asked for the meaning of inference, the softness
of his voice showed the internal conversation of how he wanted to pull from his knowledge,
organize his thoughts, and become a good problem solver. Michael was alone in his process of

The Epistemological Perspectives Of Positivism And Social...
1. The epistemological perspectives of positivism and social constructivism can often be seen as
direct opposed views on knowledge. A positivism approach involves accepting knowledge of things
"that have been verified by the scientific method of formation and testing" (Pool, 1999, Pg. 91).
Positivists focus on the falsification of things and insistence on their verification. Scientist, Karl
Popper, brought new ideals to this approach by making light on the fact it is not possible to prove
something true, but it can ultimately be proven true by never being proved false which can provide
you with long term approximations for knowledge. (Pool, 1999, Pg. 92). The social constructivism
approach answers the issues addressed that the positivism ... Show more content on Helpwriting.net
...
2. I have current experience with an internship at Lockheed Martin Aeronautics. This also happens
to be where I aspire to begin my career so I think it is important for me to reflect on how
engineering plays into this industry. It may come to no surprise that there are very few companies
capable of designing, engineering, manufacturing, and distributing fighter aircraft to the world. This
technology is sold to high ranking and important customers such as the Army, Airforce, the Navy,
and national governments of other countries. This being said, engineering is a key aspect of the
company being able to create the most technologically advanced aircraft, with the best capabilities,
while managing affordability. I believe these aircraft are a great example for showing how
technology can have politics. With the word politics I am referring to the circulation of resources
and power in a culture. I also think it is important to define what I mean by culture. Culture can be
well summarized as a way of life or social norms that are developed by the traditions, values,
religions, economy, and ethnicities particular to a geographical region. Fighter aircraft fall under
what Winner would call an inherently political technology. This is a technology that, "appear to
require or to be strongly compatible with particular kinds of

Social Learning And Constructivism Theory
Social Learning and Constructivism
Learning is described as a process by which behavior changes as a result of experience. According
to Merriam and Cafarella (1991), there are five theories/orientations to learning, two of which will
be compared in this paper; social learning theory and constructivism theory.
Social Learning Theory
Regarding social learning, this theory explains the individual learning process, the formation of
one's identity and, how individuals learn by observing others in a social setting. Known as the
bridge between behaviorist and cognitive learning theories, it "incorporates some aspects of
behaviorist and cognitive frameworks" (Taylor, et al., 2000. para. 7). As stated by Psychologist
Albert Bandura (1986, 1988), "Most human behavior is learned observationally through modeling:
from observing others, one forms an idea of how new behaviors are performed, and on later
occasions this coded information serves as a guide for action. Effective modeling teaches general
rules and strategies for dealing with different situations." (Bandura). Concerning social learning, in
regards to the role of an instructor, he or she has to be an appropriate model, "equip their students to
self–regulate, self–monitor, self–correct, and properly self–monitor" (Ellis, n.d.). An instructor needs
to be a positive influence, a mentor, and understand how his or her behaviors affect others. They
must inspire and teach by example, encourage teamwork, and support the growth and

Social Constructivism Of Gender Roles
Every Christmas morning as a child, I would be disappointed because I would always get toys that I
didn't like. My mom scolded at me for being ungrateful as I would complain that Barbie dolls wasn't
what I wanted for Christmas. My mom replied, "Barbie dolls are what girls are supposed to have.
Girls don't play with Transformers or Power Rangers. You aren't a boy!" As a child, I didn't
understand what she meant. Acting like a boy wasn't my intention, as I simply expressed that I
would rather have action figures instead. I was simply blinded by the fact that there was a social
construct happening, and realized the social constructivism of gender roles. As the troublemaker
child that I was, I disagreed with her. Instead I had these questions like,

My Teaching Ideas and Theory Applications
I believe every child can succeed in mathematics, and it is my role to unlock this potential. I aim to
teach in ways that help children develop cooperation, assertion and responsibility, as well as a good
understanding of subject matter. I believe this can be achieved by creating a culture in the classroom
that is built gradually on trust, with a common language, through rules that we create together, and
by practicing procedures until they become nearly automatic. I aim to use the resources, materials,
and curriculum requirements I have to work with, to engage my students in meaningful learning. I
believe that children want to learn, and that it is motivating for pupils when they and their teacher's
are enthusiastic about learning, too.
It is my aim to adopt a social constructivist approach as a teacher. This will mean encouraging
collaboration and work with other people; building on what children already know; scaffolding
lessons to develop learning; improving mathematical language through communication; allowing
children to experiment and explore new concepts for themselves. Yackel et. al. (1990) claim learning
occurs not as students take in mathematical knowledge in ready–made pieces but as they build up
mathematical meaning on the basis of their experience in the classroom.
Social constructivism with a focus on talk in my curriculum area
Social Constructivism defines teachers as educational facilitators who deliver a framework in which
children can develop their

Theoretical Perspectives in Education Essay
Theories provide the foundation for educational practices, and many of them exist. While I consider
my personal theory or philosophy of education to be one that is something of an ever–changing
conglomerate of ideas, I realize that some of my guiding principals are directly attributed to well a
well established theory. Three main theories of education exist: behavioral, constructivist, and
cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for
reasons to be explored later in this document, find the theory one that can only offer guidance for
my actions as a teacher a portion of the time I am working with students. Constructivism means
students don't just absorb information and understand ... Show more content on Helpwriting.net ...
Dewey and Vygotsky both believed that teachers should act as guides for students, helping students
through the learning process to make meaning of their world, though Vygotsky with his zone of
proximal development theory was more optimistic than Piaget or Dewey about how much a child's
learning could be helped or encouraged by the social setting of peers and adults (Gallagher). The
benefits of constructivism for teachers and learners, in an ideal setting include focusing on students
allowing students the time and opportunity to investigate big ideas, and along the way helping them
to understand concepts and skills, rather than just memorizing and regurgitating facts or ideas.
Constructivism engages students' natural curiosities to help them find answers to the questions
inherent in their minds (Constructivism). Intrinsic motivation would be expected to be high when
students are provided the freedom to choose their course of learning and given the time to
investigate until questions are answered. The great challenge for constructivism is that the world in
which students and teachers interact is not utopian. Students come to class with predetermined ideas
about a course, or with personal needs that distract from attention from the classroom experience.
Some students are not willing or able to interact with peers due to emotional issues, thus

Essay On Constructivism
Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part
of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner,
1966). Constructivism capitalizes on the ways in which human beings create their own personal
construct of reality by understanding and experiencing the world. The main underlying assumption
of constructivism is that individuals are actively involved right from the birth in constructing
personal meaning.
Constructivist approach explains the ways in which learners make their own personal sense of
learning tasks, the environment, the teacher, and the actual process of learning. Constructivism has
strong links with humanism, as both are concerned with the individual's search for personal
meaning. Humanistic approaches emphasize the importance of inner world of learner and place the
individuals at the forefront of all human development. Each learner is seen as a whole person. He
assumes his inner world of thought and feeling in relation to others in a personalized learning to
become a more active, successful, and well–rounded individual while interacting and cooperating
with other learners. Humanistic approach stresses on the affective and cognitive involvement of
learners in the process of learning. Teachers' and learners' beliefs, attitudes, and perceptions to the
learning and teaching are brought into interaction to generate a consolidating environment for the
class to be highly productive. Learners' response to a task is assessed by teacher to ... Show more
Those are two fundamental categories of constructivism which encompass learning of all the
sciences. The names of Piaget and Vygotsky are associated with them respectively. They differ in
their emphasis on social context, though they agree in that human cognitive development begins
from the

Social Constructivism And The Constructivist Theory
Social constructivism's origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that
social constructivism is the idea that learning occurs when people are socially active; in other words,
learning is created through our interaction with others. In a constructivist style classroom, the focus
shifts from the teacher teaching the students to the students teaching each other and having more
control over what they learn by asking questions and coming up with their own conclusion on things
(2016). This style of teaching can be very successful when the teacher provides enough scaffolding.
In a typical classroom, you have a teacher standing in the front of the room lecturing to students
while they sit and take notes on the information being given so they can spit it back up for a test
they will have at the end of the unit. In the constructivist style classroom, the students are pushed to
be more active and engaged in their learning process (Education Theory). The teacher creates an
environment where students are urged to speak up and share what they think and have the class run
more on a student run process. The teacher's role in this style is not to sit and lecture information but
rather engage students actively to find this information on their own and discover it so that it creates
more meaning and provides a better understanding. The main goal in this type of learning
environment is problem solving. This style of teaching promotes self–guidance and can even

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
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's zone 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

How Do the Major Theories of Child Development (Known as...
How do the major theories of child development (known as the 'grand theories') explore the
importance of social experiences?
Social experiences play a vital role in the development of children. Theories of child development
have been created to help us to understand how children's minds develop, taking into account the
differences between cultures around the world. Some of these theories explore the possibility that
children gain knowledge, develop new concepts and bridge new ideas through interaction with
experience and cognitive schemata. Some theories explore the theory that development also plays a
role in social experience.
There are many theories of development, but some are more influential and have inspired a lot of ...
Show more content on Helpwriting.net ...
The constructivist view of development was formed by Piaget in the 1920's and 30's. Jean Piaget's
stage theory suggests that there are four stages of development that every child will experience and
progress through, regardless of culture. Piaget also developed the concept of schemata, and the
theory that children gained knowledge through interaction between experiences and schematic
concepts.
Piaget's theory is contrary to the behaviourist model as he believed that through observation,
children 'construct' their own understanding of the world, based on their own experiences and prior
knowledge. Piaget believed that this type of learning was more influential than instruction from a
teacher or caregiver.
Piaget and Binet conducted research into the role of cognitive schema and it's involvement in the
process of learning. They carried out an experiment where they conducted a series of intelligence
tests on both children and adults. From this research, Piaget found that children and adults look at
the world differently, which as a result causes children to build upon their own schemata on their
own term. This is because their reasoning differs from that of adults, so they need to make sense of
the world using their own rational.
Piaget emphasised the importance of interaction with peers in development. Children learn

Professional Learning Communities Of Educators
Optimising professional learning communities in education for the creation, dissemination and
transfer of innovative pedagogies. The aim of the research is to provide recommendations to teacher
educators on the most effective ways to facilitate the development and dissemination of innovative
educational practice through professional learning communities of educators. The objectives of the
study are to: Evidence the development, dissemination and transfer of innovative educational
practice via professional learning communities. Explore the conditions that support the
development, dissemination and transfer of innovative practice in professional learning
communities. Examine the fit of current descriptive models of the stages and indicators of the
development of, and transition to, innovative pedagogies to live examples of professional learning
communities of educators. Identify suitable tools and techniques for the analysis of the evolution of
educational innovation through professional learning communities. Research questions The study
will aim to answer the research question: Do professional learning communities of educators
facilitate the emergence and transfer of innovative pedagogies, and, if so, how? To answer this
question, the study will seeks answers to these subsidiary questions: 1. What evidence is there that
innovative pedagogy is constructed and transmitted through professional learning communities of
educators and how does this happen? 2.

Theories Of Constructivism And Social Constructionism
Around the end of the 20th century to the 21st century, many professionals realized there is a
complexity in searching for the right employment. Deciding what particular career was not an easy
matching process that would lead to happiness and success (Schultheiss, 2005). In consequence,
post–modern theories of constructivism and social constructionism (Gysbers, Heppner, & Johnston,
2014) provide a wide–scope narrative of a client's personal and vocational aspects of life.
Constructivism theory consists of insight towards oneself and other people, sexual orientation,
cultural values, and beliefs. Schultheiss (2005) described this as meaning making, including the
creation of social and psychological worlds through individual, cognitive processes. Meanwhile,
social constructionism focuses on external insight, or ... Show more content on Helpwriting.net ...
The first image (Figure 1) is a containment of my emotions, with awareness to release of tension,
kinesthetic movement, and how I was feeling at that time. Afterward, I tore the artwork and used a
small number of the pieces for the second picture (Figure 2). Through cognition and symbolism
(Hinz, 2009), the outcome resulted in self–reflection on my identity, experiences in education and
volunteer work, strengths, and obstacles. Not only that, it influenced me to think about certain
factors. One of which is to utilize a directive approach during the first phase of the counseling
procedure. In relation to that, I must be mindful of clients who may be unsure of what to do or may
feel stressed since the instructions exhibits a complicated structure. Another characteristic to point
out is to provide samples of the artwork to stimulate creativity and inspiration. If all three
interventions have limitations that I have not thought about, I am more than willing to re–consider
them sufficiently and find alternative methods that would benefit my clients'

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

Teaching: Reflections, Questions, and Decisions Essay
Introduction 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. I actually did very well at school, but I know that some of my classmates, the ones who
didn't quiet fit the norm, had a very lonely, isolated experience that 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. The most important elements of effective teaching in today's classroom
are those that have a humanistic approach, that have ... Show more content on Helpwriting.net ...
Kevin Barry & Len King assert that teaching is a very human endeavor, it requires a relationship to
be formed, " as teachers our effectiveness is going to be determined largely by how we approach and
work with this human dimension" (2004). Teachers need to spend time to get to know their students
and truly understand them in order to get the best from them; they need to mindful and reflective
upon the quality of their interactions with students, (Groundwater, 2006). In order to build a
relationship with students the teachers must appreciate the socioeconomic variables, the different
abilities in a group, ethnic, cultural, and gender differences. The learning styles of a class must also
be catered for, possibly through adopting one or many, of a number of teaching models, and by
being dynamic and as Lyons, Ford, Arthur–Kelly states, by being "thoroughly reflective" (2011,
p.45), teachers need to reflect on what does and does not work. An effective teacher will see this
diversity as a positive; as Marsh states "having students in a class with very different learning
capabilities can be an advantage to the teacher. A diverse range of thinking by students will create a
learning atmosphere that is more creative and open ended" (2008, p. . Another positive outcome of
recognizing and catering for difference is that in doing so it may strengthen individual students
feeling of 'belonging'; which I

Lev Vygotsky, A Russian Developmental Psychologist
Lev Vygotsky, a Russian developmental psychologist, was born in Orsha, Belarus on November 17,
1896. His primary education was provided at home by his mother and he then entered public school
for his secondary education and graduated at seventeen followed by attendance at the University of
Moscow. He originally chose medicine as his course of study, but switched to law. During this time
he also studied humanities and psychology at Shanyavsky University.3 Upon graduating from
college in 1917 he began to teach literature and philosophy as well as pursue his interest in the fine
arts. 1
Soon after Vygotsky graduated, the Russian Revolution occurred and Marxism took its hold on the
region.4 Vygotsky was heavily influenced by the Marxist cause ... Show more content on
Helpwriting.net ...
This refers to the influence having more knowledge and ability with respect to concepts and skills.
Zone of Proximal Development – simply stated this is the expanse between the ability to
independently solve a problem and perform the associated task and the need to do so with guidance.
Because of inherent limitations of learning without an external influence, this "zone" represents the
learner's potential. The key is to challenge the learner's ability with guidance, and gradually reduce
the assistance as it becomes apparent that learning occurs.
Authentic Activities – the need to mimic real life situations and activities with learning.
Vygotsky's theory is considered to be a component of the Constructivism philosophy of education
which states that humans learn from experience.7,8 With this philosophy learning is considered to
be an active process in which the learner "builds" knowledge based on personal experiences and
social interactions.8 Several references emphasized the fact that Constructivism is not a pedagogy
theory, and that the learner constructs knowledge through the exposure to a variety of pedagogical
approaches.8 This philosophy was also influenced by:
Jean Piaget who postulated learning occurs in four stages: 1) assimilation and accommodation with
one's environment; 2) interaction with physical environment that produces object classification;

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

Social Constructivism : A Theory Of Knowledge
"Social constructivism is a theory of knowledge in sociology and communication theory that
examines the development of jointly constructed understandings of the world that form the basis for
shared assumptions about reality" (). This deeply connects with education because the theory
focuses on the idea that human development is socially situated and knowledge is constructed
through interaction with others. In a constructivist style classroom, the focus shifts from the teacher
to the students. It is not the expert sitting there lecturing to a bunch of kids and expecting them to
learn the information they are spitting out at them. In the constructivist style classroom, the students
are urged to be actively involved in their own process of learning and participate in a more student
run process.
The teacher's role is to consider the knowledge and experiences that each student brings to the class
and construct that knowledge through a process of active enquiry. It is also the teachers job to create
situations where the students feel safe questioning and reflecting on their own processes present
authentic tasks to contextualize learning through real–world, case–based learning environments ().
The main goal in this type of learning environment is problem solving. Students use inquiry
methods to grasp a topic on their own and discover it for themselves and then the teacher is there to
help and encourage the students when needed. As the students learn more about their topic they

Communism And Cubo-Futurism
CONSTRUCTIVISM
Background, 1914–1917
The catastrophic violence and destruction of World War I tore Russia apart. And with the revolution
and civil war that immediately followed, the country was in near–ruin. The revolution came largely
due to the continuous strain of an unsuccessful war in which Russian losses were in the millions.
Broken down by the demands of war and the overthrow of the Tsar, Russia was prepared to embrace
the future. Communism was the new rule and it held a lot of promise for those who showed support.
In Russia, as in Europe, war was intertwined with artistic innovation–avant–garde artists were
clinging to new languages of expression. Cubism was emerging in Paris, and Futurism in Italy.
Russia artists combined the two, calling it Cubo–Futurism. While Cubism abandoned traditional
perspectives, Futurism rejected the past and celebrated modernity. Combined, these two movements
were used to express a reaction to the bourgeois society and elitist values of Tsarist Russia. Many of
the works of this movement were in the medium of books and publications. The use of coarse paper
and handcraft production methods expressed the poverty of peasant society as well as the meager
resources of artists and writers (Meggs 287). An example of the style was a playbook for the poet
Vladimir Mayakovsky (see fig. 49). In it, rough abstract drawings combine with varying type
weights to convey meaning.
The logical progression from Cubo–Futurism was Suprematism. The

The Constructivist View Of Learning
In any classroom, the constructivist view of learning can point towards a number of different
teaching methods. The constructivist view usually means encouraging students to use active
techniques such as experiments, real–world problem solving, to create more knowledge for
themselves and then for the students to reflect and talk about what they did and how their
understanding changed. (Educational Broadcasting Corporation, 2004). This view of learning goes
hand in hand with an agriculture educational classroom that bases their curriculum around the FFA
program and the three–circle model: instruction, supervised agricultural experience and student
leadership organizations. The FFA motto is "Learning to Do, Doing to Learn, Earning to Live,
Living to Serve." (National FFA Organization , 2014)
Constructivism refers to the idea that learners construct knowledge for themselves and that each
learner individually and socially construct meaning as he or she learns. In the views of
constructivism, there is no such thing as knowledge independent of the knower, but only knowledge
that the student constructs for themselves as they learn. According the constructivist theory,
"learning is not understanding the "true" nature of things, nor is it remembering dimly perceived
perfect ideas perfect ideas, but rather a personal and social construction of meaning out of the
bewildering array of sensations which have no order or structure besides the explanations which
educators fabricate

What Are The Six Features Of Physical Education
Faculty of Education
ASSIGNMENT SUBMISSION COVER SHEET
Student Name: John duggan
ID Number: 16173848
Module Code: EDU 207
Tutor: Aoife O'Rourke
Date Of Submission: 22/11/17
Statement of Original Authorship I confirm that this material contained within this assessment is all
my own work. Where the work of others has been drawn upon (for example, books, articles,
unpublished papers including the work of staff and students) it has been properly acknowledged
according to the appropriate academic conventions. I also confirm that I have read and understood
the College guidelines on academic honesty.
Signature; John duggan___________ Date: 22/11/17_______
Physical Education Assignment
In this essay I wish to discuss how one can promote each the six features as outlined by (Kretchmar,
2006) in primary physical education. Oxford dictionary defines meaningful as 'serious, important or
worthwhile' (Oxford University Press, 2017). This, in relation to physical education in a primary
context, means that for pupils to gain from the lesson, it must have some form of ... Show more
This feature refers to a pupil's awareness of why they take part in physical education. Without such
an awareness, pupils may develop lackadaisical attitudes towards the subject 'due to an inability to
find relevance in what they were learning, some students expressed a desire to focus on what they
perceived to be more "academic" subjects' (Beni et al., 2016 P. 13). To combat this, perhaps the best
practical method is to introduce the motor–skill early in the lesson, then move onto the game or
activity which requires the use of the skill for example, learning how to kick a ball is followed by a
game of soccer or wall–ball. Such a sequence in a lesson will give pupils a sense of meaningfulness
in what they are learning hence should sustain their personal experience of physical

Social Constructivism Paper

Recommended

Recommended

More Related Content

More from Monique Jones

More from Monique Jones (20)

Recently uploaded

Recently uploaded (20)

Social Constructivism Paper