Solution-Focused Therapies Essay

Solution-Focused Therapies Essay
Although we did not have time for the lecture on Chapter 15, I found myself intrigued with the
information I read on solution–focused therapies. The term solution–focused therapy kept coming
up in my classes, but I really did not have an understanding of exactly what it entailed. In reviewing
this chapter, I not only learned a lot, but also found myself in agreement with much of what I read.
While there is no such thing as a one size fits all therapy, Solution–focused therapy has a lot to offer
clients. In several ways, solution–focused therapy reminded me of behaviorism. This is especially
true from the aspect of not examining the past. Norcross and Prochaska state in Systems of
Psychotherapy: A Transtheoretical Analysis (8th ed), "We ... Show more content on Helpwriting.net
...
406). Empiricism focuses on scientific methods while constructivism views science as just another
social construct. The constructivist believes that scientist have simply constructed their theories
based on their individual reality and their time periods. In my view, this could be problematic in that
randomized clinical trials are needed in order to establish a form of therapy as an evidence based
practice. "Constructivism converged into formal constructivist therapies in the 1990s as the
popularity of the postmodern movement in academia filtered into clinical practice" (Norcross, p.
407). Solution–focused therapy is one of the therapies that are based on social constructivism. With
solution–focused therapy, the client is the professional. We know that people overcome great
adversity daily and often this occurs without any psychotherapy. Often the client just needs to be
guided in the right direction. "We cannot change our past; we can change our goals. Better goals can
break us out of stuck places and can lead us into a more fulfilling future" (Norcross, p. 408). The
value of goal setting is something that has been discussed in every class I have taken since
beginning the masters of arts in counseling (MAC) program. "This process of goal setting and action
planning is not something we do to people, but rather with them. The assessment process, as well as
the working agreements we strike with our clients, should reflect high degrees of
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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

The Theory Of Inquiry Learning Essay
Inquiry learning is grounded in constructivism, a learning theory based on the belief that students
have prior knowledge and experience which will be built upon with the introduction of new
information and ideas (Kuhlthau et al., 2007, p. 14; Callison, 2006, p. 4). The constructivist
pedagogy of inquiry learning is seen in the emphasis on process over product (Mitchell & Spence,
2009), and in the importance of both access to information resources and the ability to use them
within a problem–solving context over the mere acquisition of a body of knowledge (Jakes, 2000).
As Kuhlthau et al., (2007, pp. 22, 4) stress, the aim of inquiry learning is to not simply find facts but
to interpret and synthesise them in order to construct new ideas and deep understanding, thus
preparing students for lifelong learning.
I observed Site 4 TL conduct an inquiry learning activity over a period of eight weeks, within the
confines of a timetable allocating the class thirty minutes per week. Because of the timetabling, it
was drawn out over a much longer period of time than was ideal. The learning activity was linked to
classroom learning but the teacher did not want it to encroach on classroom time. The students
found it difficult to sustain their interest and effort with this compartmentalised approach.
The TL was aware that she was conducting the inquiry learning activity under less than ideal
conditions. We both agreed that a more flexible timetable would allow for a more

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

Constructivism Vs Constructivism
Constructivism refers to how we construct knowledge, it contributes to meaning through
individual/physiological and social activity (Woolford & Margetts, 2016).
Physiological Constructivism is the ability to construct meaning through the way experiences are
interpreted in contexts (Palincsar, 1998). This is demonstrated in Jean Piaget's Cognitive
Development theory as it outlines that as we grow we construct knowledge.
Physiological constructivism abled me to explore and discover all aspects of manual driving better
enabling me to comprehend. As I had previous knowledge of driving a car I was able to transform
this knowledge and organise it in a way that would be favorable.
When looking at constructivism and Piaget's theory I ... Show more content on Helpwriting.net ...
Social Cognitive
People learn through observation and interaction. In the 1960's Albert Bandura expanded on social
influences and social behaviors that effected learning, (Woolfolk & Margetts, 2016) he outlined that
"observational learning includes four elements: attention, retention, reproduction and motivation"
(Woolfolk & Margetts, 2016, p.317).
In my learning I paid attention to my teacher's instructions to ensure I could recuperate the steps. At
the start of my learning I made a learning sequence chart so my attention was focused.
Retention involved me mentally and verbally representing my teacher's steps (Woolfolk and
Margetts, 2016). By "mentally rehearsing the steps" Woolfolk & Margetts, 2016, p.317) and
verbally rehearsing my goal was easier to achieve.
Reproduction involved me having to practice, throughout this process I was given feedback from
my teacher on areas of improvement. Such feedback included that I was letting the clutch off to
slow and pressing the accelerator too fast, by receiving feedback I was able to practice to overcome
this.
When driving my teacher showed happiness and didn't display any sign of stress. This motivation
vicariously made me feel that when I drive I should feel the same. My teacher also provided me

Constructivist Theory Of Constructivist Learning Theory
Constructivist Learning theory is a theory that depends on perception and in a logical study about
how individuals learn. This learning theory is a theory that upgrades the student's sensible and
reasonable development. The basic idea inside the constructivist learning theory is the part which
encounters or associations with the abutting environment that plays in the student's training. In this
way, the constructivist learning theory says that individuals build their own comprehension and
information of the world through encountering things on those encounters.
For Constructivist Learning theory, there is a theorist name Jerome Bruner. Bruner 's theory on
constructivism includes learning as a dynamic procedure wherein those learning can shape new
thoughts in view of what their present information is and additionally their past learning. The four
noteworthy principles of Bruner 's theory on constructivism envelop, at first, a preference toward
learning. The second is the way a gathering of information can be developed to best be
comprehended by the learner. The third is successful conduct for the educator to show said material
to the student, with the fourth and last perspective being the progression of prizes/rewards and
disciplines.
Another theorist that can be incorporated is the well–known Jean Piaget. Piaget is well known for
the work that he did studying cognitive development. In any case, Piaget 's theory of constructivism
effects learning educational curriculum

The Importance Of Realism And Constructivism
As the world continues to grow connections among its states, constructivism gains credibility as the
most fitting theory to describe international relations and world politics. Realism and liberalism, in
their polarizing thoughts, cannot account for the several existing realms of ideas in the modern
world. A changing world can best be attributed to a theory such a constructivism, which explores the
evolution of human thought in the context of global politics.
Realism by its own definition refers to a theory that analyzes the relations among states, highlighting
human nature as a major factor in politics. Motivations for global outreach, relationships, and
conflicts are described as consequences from human aspects, such as fear, the desire to seek wealth,
et cetera. Pessimism permeates the core of realism. Realists argue that power must be sought out in
order for states to exist as thriving groups, even if it means to participate in conflicts (Baylis et al.,
2017, 102). States are seen as the primary actors to focus upon when analyzing international
relations (Houghton, 2007, 25). This broad approach brings heavy focus upon the issues which
regard global peace and war and how major powers interact and maintain relations, assigning less
focus at the individual level of analysis.
As a train of thought focused on self–interest, morality under the scope of realism tends to be
overlooked and criticized. Intergovernmental organizations, such as the United Nations, have come

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

Teaching Phylosophies and Learning Theories: Constructivism
The purpose of this paper is to identify my personal teaching philosophies and describe how those
principles fit into the learning theory that I recognize as an accurate way to approach learning and
teaching. I believe that there are multiple learning theories through which educators must follow in
order to reach students of diverse learning styles; it would be a disservice to the student to only
focus on teaching through the paradigm of one theory. Throughout the paper, however, I will discuss
examples where the learning theory of constructivism has proved to accurately portray how I best
learn new information and also how it will be an appropriate theory to guide me in teaching high
school agriculture in a productive learning ... Show more content on Helpwriting.net ...
Humans rely on others to help shape their understanding, and when two or more individuals
concurrently share knowledge that was constructed as a community, Ormrod (2011) identifies it as
social constructivism (p. 221).
When I think back to the agricultural courses where I most clearly experienced authentic activities
and social constructivism, three classes come to mind: biotechnology and management practices in
animal science, materials and fabrications and small engines. Not a day went by in these labs where
I did not ask for assistance and guidance from my peers or instructor. Whether dissecting the
reproductive tract of a deceased swine, practicing to weld a perfect bead on "T" joints, learning how
to construct "dovetail joints" in woodworking, or diagnosing a small engine carburetor issue, I was
constantly relying on classmates to help me construct knowledge through the hands–on projects. I
also utilized YouTube–a great source for visual learners–for instructional videos on how to solve
problems. Today, convenient access to the internet has positioned itself as the most active avenue of
social constructivism.
In my experience I have found that a community of learners is wiser than the sum of its individual
members. The task of the teacher–according to Kafai and Resnick (1996)–is to "mobilize
community knowledge so that its members benefit from it" (p. 151). This may be accomplished in
my classrooms by utilizing technology,

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

The Difference Between Constructivism And Constructivism
Evidently, constructivism provides a more optimistic outlook towards international politics. The
static view taken by the realist theory places balance of power as an inevitable consequence of the
international system wherein chaos is unavoidable, resulting in war and conflict. On the other hand,
constructivists believe that conflict is not inevitable, rather threats of conflict can be extinguished
through the analysis and restructuring of identities. In brief, whilst constructivists accept the
presence of anarchy in the international system, they argue that its effects are dependent on the
subjective meanings we place on it. In concise terms, realism identifies patterns of behaviour in a
world that is apparent and objectively observable. This notion is rejected in constructivism which
argues that the world is socially constructed and therefore, not objectively verifiable (Reus–Smit and
Snidal, 2008). An inherent difference between the theories of realism and constructivism lies in the
method through which they both approach the concept of ideas in the political world.
Constructivism stresses that ideas take a central role in the world of politics, whereas realism is
completely indifferent to its importance. Despite the evident differences between the two outlooks,
both constructivism and realism are not completely dissimilar. Both theories hold that states are the
"fundamental actors in international politics" (Weber, 2014: 264). With regards to constructivism,
this

Constructivism And The Theory Of Constructivism
We have all been guilty of doing it, making assumptions about someone based on what we have
seen or been through. We see a person or an object and classify it as tall, wealthy, ugly, pretty, etc.
Categorizing what we see can be helpful but sometimes it can lead to stereotyping. But why do we
make assumptions? The theory of Constructivism can help us understand why we categorize things
we see into constructs and how these constructs can be harmful and how they can benefit or hurt us
when we communicate with others. The theory of constructivism helps explain how meaning can be
developed through interactions we have. The basis of the theory was started by George Kelly who
was a main author in the Personal Construct Theory. This theory discussed insight and how it can be
gained by people's interactions and perceptions and how they use their observations to make
attributions. It claimed that individuals understand the world around them by organizing and
recognizing people and events by their personal constructs they create. Personal constructs can be
explained as "sets of opposites into which objects are classified" (Lee 2016) such as rich–poor,
cheap–expensive, etc. This helped pave the way for constructivism, which reasons that people
classify their experiences into groups so they can help give meaning to it and can make sense of the
situation. According to Jessie Delia (1982), one of the main leaders in the theory, "action is guided
by context–relevant interactions and

Constructivism In International Relations
In international relations, constructivism is regarded to be the starting point of the
institutionalization of values that leads to the development of collaborative behaviors within the
international community. Constructivism is based on the following core principles:
1. states are identified as main actors in the international system;
2. states are conceptualized as socially constructed entities;
3. states pursue different objectives and comply with different principles and norms, which affect
and exert influence on state behavior.
(Karen A. Mingst, Ivan M. Arreguin–Toft. Essentials of International Relations. 5th edition.)
Social constructivism focuses principally on human awareness or consciousness and its place in the
world affairs. In accordance with constructivism, the international system is ... Show more content
on Helpwriting.net ...
The social constructivist theory is another significant feature when arguing about the society and the
way it produces various views on the modern system as it expresses in its basic assumptions that the
natural world has a little and non–existent role in the development of scientific knowledge.
Alexander Wendt is the most outstanding advocate of the social constructivism in the context of
international relations. Social constructivism is also expressed in the most important work of Wendt
named "Social Theory of International Politics".
Another prominent name of a constructivist scholar is Martha Finnemore who is considered being a
prominent constructivist scholar of international relations and also considered a pioneer of
constructivism through her work called "National Interests in International Society and The Purpose
of

The Development Of A C20th Art Movement And Architectural...
Describe and evaluate the relationship and influences between an example of a C20th art movement
and architectural expression from the same period.
Constructivism arose in Russia in 1914 where Lenin and Marx's communist state supported and
advertised the artistic movement with the philosophy that it was the rebirth of the art world.
Constructivists held the communist belief that there should be no distinction between roles: artist,
architect and engineer were all to be the same. This 'worker' character removed superiority within
the artistic or mathematical elements and allowed flow from one area to another, creating links
between art and architecture which had not previously existed. However, as the period progressed,
Lenin's ideas about the role of technology in society led to the functionality of artwork becoming
more prominent, thereby creating a shift towards architecture as a practical muse.
Vladimir Tatlin is possibly the most prominent example of the 'worker' ideology. The Monument to
the Third International – perhaps the most influential and important piece of constructivist
architecture – was highly acclaimed and idealised as exemplifying constructivist concepts. Its use of
modern raw materials embodied the concept of Taktura, while its kinetic structure incorporated
science into the architecture, reflecting the idea that architecture should be purposeful or even
machine–like. Despite Tatlin's name being at the forefront of the constructivist architectural scene,

Constructivism Reflection
Throughout the majority of my education, including college, I have felt like a passive member of the
classroom. Teachers saw me as a clear slate that needed to be filled with information. I consumed
countless facts, and memorized numerous processes, most of them not being my own. This approach
to teaching has proven to be unsuccessful to the goals of education. Students are diverse, with their
own learning styles and their own knowledge that they bring to the table, and these should be
supported and expanded on in the classroom. The goal of education is to support learners and
thinkers, and not to condition minds to all think the same ways. Constructivism is the theory that
humans construct knowledge and meaning from their experiences. This idea that people learn from
experience and not just from hearing lectures was revolutionary and gave birth to the experimental
learning approach that is more powerful than lectures and worksheets. By directing their own
learning processes, students understand concepts better. In essence constructivism is the theory of
how we learn. Lev Vygotsky believed that we base our knowledge on social interaction and this is
called social constructivism. Vygotsky believed that when a student is in the "Zone of Proximal
Development", providing assistance and encouragement from a knowledgeable person; parent,
teacher, peers, will give the student enough support to better achieve the task at hand. The presence
of a support group

Constructivism
Constructivism Learning Theory
Constructivism learning theory is a philosophy which enhances students' logical and conceptual
growth. The underlying concept within the constructivism learning theory is the role which
experiences–or connections with the adjoining atmosphere–play in student education.
The constructivism learning theory argues that people produce knowledge and form meaning based
upon their experiences. Two of the key concepts within the constructivism learning theory which
create the construction of an individual's new knowledge are accommodation and assimilation.
Assimilating causes an individual to incorporate new experiences into the old experiences. This
causes the individual to develop new outlooks, rethink what were ... Show more content on
Helpwriting.net ...
Mediation refers to people intentionally interject items between their environment and themselves,
so that they are able to modify it and gain specific benefits. Mediation is the key propoent of
Vygotsky's theory of constructivism. His theory offers a harmonizing viewpoint to the behaviorist
view. Vygotsky's theory of constructivism supports that the use of mediators helps the human to alter
their environment, and this is her way of interacting with the nature. Vygotsky's theory of
constructivism also supports that the use of activity mediators provides a way in which people are
able to interact with the nature. Mediation is also defined as the use of certain tools within socially
organized activity. There were two phenomena which encompasses the mediated relationship of
individuals to their environment. These are 1) Humans use language and physical signs to change
social relations into psychological functions between their minds and their environment. The second
thing was that higher intellectual progression will actually use symbolic mediation.
Apart from learning theories, Piaget's theory of constructivism addresses how learning actually
occurs, not focusing on what influences learning. The role of teachers is very important. Instead of
giving a lecture the teachers in this theory function as facilitators whose role is to aid the student
when it comes to their own understanding. This takes away focus from the teacher and lecture and
puts it upon the student

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

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

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'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

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
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

Theoretical Frameworks Of Learning, Discipleship And...
Discuss how children learn with a focus on one area from a selection of current priorities drawing
on relevant literature, research and practice from a critical perspective
This essay will discuss two theoretical frameworks of learning, Behaviourism and Constructivism.
Then examine the orginin, need and importance for ability grouping specifically to aid the gifted
student. It will then analyse evidence of a child from block School Experience (BSE) 1 and relate
theory to practice.
Learning can sometimes appear to be a very simple thing, understanding how we learn is not as
straightforward as it may seem. Numerous definitions and theories of learning indicate the
complexity of the process.
David Fontana (1985) considered learning as a relatively persistent change in an individual's
behaviour due to experience, associating the outcome of learning as the behaviour. In contrast Norah
Morgan and Juliana Saxton (1991) argue "effective teaching depends upon recognizing that effective
learning takes place when the students are active participants in 'what's going on'" demonstrating a
more constructivist approach to learning where more attention is paid to what is going on inside the
child's head and the mental processes taking place.
Behaviourism ignored the need to consider internal mental states or consciousness, describing all
behaviour as being caused by external stimuli. The works of behaviourists Ian Pavlov (1849–1936)
and Burrhus Frederic Skinner (1904–1990) explored

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

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

Feminism and Constructivism: A Comparison
The discipline of international relations (IR) is one that has witnessed a multitude of variations and
shifts. It has produced a fair amount of debate between academics within the international relations
scholarship. Due to a plethora of circumstances scholars have subjected the traditional rationalist
theories of neorealism and neoliberalism to critical re–evaluations. As a result, constructivism is a
concept that has emerged as an alternative approach to dominant IR theories. It focuses on the
importance of state identities in defining and gaining knowledge of state interests, actions and goals.
There are theorists who purport that the rise of constructivism allows for a further understanding of
another international theory, feminism. ... Show more content on Helpwriting.net ...
An individual's social location – meaning their ascribed identities, roles and relationships – are of
central significance to feminists as it influences the power one possesses, which in traditional IR
theory is gendered and patriarchical. According to Christine Sylvester, these scholars suggest that
conventional IR has avoided thinking of men and women in the capacity of embodied and socially
constituted subject categories by classifying them into 'neutral' categories . Most theorists too
readily accept that women are located inside the typically separate sphere of domestic life and
"...retreating to abstractions, i.e. the state, that mask a masculine identity." Feminist analysts are
suspicious of ungendered IR texts and champion for their subversion while many seek to implement
replacement theories. These theorists contend that identity, gender, and indeed women, are social
constructs. Key feminist conceptions include liberal ideas of women's equality, socialist conceptions
of a sexual division of labour and the Freudian suggestion that identities are produced, often within
the evolution of patriarchy . Many academics share the assumption that the world would be less
competitive and less violent if women gained dominance in positions of power .
The focus of this discussion is based on the premise that there are overlapping terrains in feminism
and constructivism. They share ontological commitments leading to a common

The Theory Of Education And Constructivism
Two of the more prevalent theoretical frameworks used in education are constructivism and
andragogy. Savicevic (1991) points out that the popularity of andragogy has spread among
practitioners and researchers in many countries, including Hungary, England, Finland, France,
Germany, Poland, the Netherlands, and Russia (as quoted in Chan, 2010, p. 28). Constructivism, on
the other hand, has become, as O'Neil (1992) observes, "a new catchword" among educators (as
quoted in Oxford, 1997, p. 37). This view of education has come to dominate educational literature,
according to Fox (2001), at least in Anglo–Saxon countries (p. 23) and has become one of the
leading theoretical positions in education (Alt, 2015, p. 50). The ubiquity of these ... Show more
In fact, it can be asserted that the principal tenets of andragogy are certainly consonant with the
theory of constructivism. Further, Buchanan and Smith (1998) go so far as to state unambiguously,
"Andragogy, the Freirian approach, and Tennant and Pogson's (1995) processes all advocate
practices in university classrooms that would effectively model constructivism" (p. 63). Knowles
(1973) encapsulates his beliefs about andragogy in quite constructivist terminology, "As an
individual matures, his need and capacity to be self–directing, to utilize his experience in learning,
to identify his own readinesses to !earn, and to organize his learning around life problems, increases
steadily from infancy to pre–adolescence, and then increasingly rapidly during adolescence" (p. 43).
Andragogy emphasizes that adult learners need to know the purpose for learning something and that
the facilitator must be involved in boosting the awareness level of the learners by offering them
actual or simulated experiences in which "learners discover for themselves the gaps between where
they are now and where they want to be" (Knowles, Holton, & Swanson, 2011, p. 63). This fits well
with the constructivist view that posits teachers as facilitators of learning, rather than transmitters of
data, who present the learner experiences that bring to light inconsistencies

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

How Constructivist Theory Changed My Transition From A...
understanding takes place throughout the individual's life and each new experience builds upon the
knowledge gained from past experiences.
As I attempt to explain and understand how the constructivist theory affected my transition from a
beginning classroom teacher to an instructional school leader, I must admit that I didn't really
understand the process until it became a reality for me. I woke up one day and realized that things
that were very difficult for me suddenly became second nature to me. Upon further reflection, I now
realize that this was the culmination of past experiences, new knowledge, investigation, and
synthesis producing genuine learning. Constructivism allowed me to mature into an instructional
leader by taking all that I had experienced, combined with new skills learned, and create a
foundation of knowledge to be applied to my job. Prior to working on this assignment, I had not
given much thought to why I know what I know. Upon thinking and reflecting on this assignment, I
now have a better understanding of how learners create knowledge and how the constructivist theory
applies to education. True learning requires an individual to not only receive information, but to use
it in a real world situation in order to facilitate the reflection of the true meaning of the experience.
This reflection of the experience is the point at which true learning takes place.
As an instructional leader I have the ability to test this theory by analyzing teacher

Constructivism : A Learning Theory
Constructivism is a learning theory that suggests that because individuals are not blank slates new
knowledge is constructed by building upon prior knowledge and experiences (Brandsford, Brown,
and Cocking, 2000). Within the classroom setting, constructivism often includes, but not limited to a
hands–on activity, group work, and teachers acting as facilitators. At the sight of observation, the
learning activity was a guided reading lesson. This reading activity was designed for a small group
of four students, led by a teacher assistant. The activity was composed of several flashcard activities,
group reading, and individual silent reading. While this learning activity exhibited constructivism
and several aspects of constructivism, there were moments throughout the activity that did not
perfectly encompass constructivist theory.
One of the first aspects of constructivism used in the learning activity was prior knowledge. Prior
knowledge refers to the preexisting or prior experience an individual has on a particular subject
(Enyedy, 2016). Prior knowledge is critical to every aspect of constructive learning and is needed to
construct new knowledge (Brandsford, Brown, and Cocking, 2000). The beginning of this learning
activity was focused entirely on drawing out the students' prior knowledge. Not only is prior
knowledge used to gauge the students' understanding, but also to generate interest and create an
environment of active learning. While prior knowledge can be used 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

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
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

David Kolb's Theory Of Learning Theory Analysis
Does one teaching style fit all learners?
Kolb's says, "Learning is the process whereby knowledge is created through the transformation of
experience.
David Kolb believes that all learning styles were the result of Constructivism. In our previous
lesson, I learned that constructivism was introduced by John Dewey as a contemporary approach
from the customary and progressive learning theories which specified that learning was either
teacher or student motivated. Dewey assumed that learning was a construction of experiences.
Hence, constructivism was the scheme of learning that the learners creates personally through
ruminating on their previous experiences.
Constructivism shows the unique ability of every person. They learn to accomplish similar ... Show
more content on Helpwriting.net ...
The second is the "Experiential Learning Theory." It comprises four stages of learner's progress,
grasping knowledge, going through the process. The third is the "Learning Styles." Kolb assumed
that there were 4 distinguishing characteristics of learners. Distinctively, all Kolb's theory of
learning are all based on a constructivism philosophy.
The Six Principles of Adult Learning
1. Learning as a Process– this indicates that learning is a continuous process of experiences. Kolb
actually does not concur that learning is the outcome of what students study, instead he believes that
educators should provide motivating learning experiences for students to keep them growing in
knowledge and in understanding. As an application, it is advisable that teachers start from simple
ideas as the foundation of big ideas.
2. Learning is Relearning– the concept is to motivate students to speak their minds, express their
thinking, and discuss their learning experiences as a way of refining their skills The main goal of
this principle is to lay down a foundation of knowledge that can be continuously improved

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
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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

Questions On Teaching And Learning
The area of curriculum in which I am interested is primary school mathematics in New Zealand.
Learning and teaching mathematics is an important area of focus and challenge for teachers and
researchers. Children difficulties with like and dislike for mathematics seem to increase as they
progress to higher grades and, as testing become more significant in terms of its intermediate and
lower term consequences. The NZC (MoE, 2007a) provides a distinct statement of the knowledge,
competencies, and values deemed to be important for citizens in the 21st century. Students are
viewed as "lifelong learners who are confident and creative, connected, and actively involved"
(MoE, 2007a, p. 4). The teaching and learning of mathematics was presented in an individual
curriculum document comprising five strands: number, algebra, measure, geometry, and statistics
(MoE, 1992). In 2007, the learning area was renamed Mathematics and Statistics. Mathematics and
statistics are interrelated disciplines but they require different ways of thinking and problem solving.
"Mathematics is the exploration and use of patterns and relationships in quantities, space, and time.
Statistics is the exploration and use of patterns and relationships in data" (MoE, 2007a, p. 26). The
Mathematics and Statistics learning area (MoE, 2007a) emphasises the need for students to be
equipped with effective mathematical abilities, skills, and dispositions. Learning mathematics
should prepare students: to investigate,

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

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

The Best Case For Constructivism
Make the best case for constructivism as an epistemology in international relations. Discuss at least
one constructivist work that you believe makes an outstanding contribution.
Introduction
When discussing constructivism as an epistemology in international relations (IR), it is important to
note that there are many definitions, or rather, forms of constructivism in social sciences, especially
when it pertains to international relations. Within the field of IR there are many constructivist
scholars in both sides of the spectrum; some lean towards a more positivist approach while others
remain subjective about the international system. For the purpose of this essay, I contend that
constructivism explores the social construct of international relations; in the words of Timothy
Dunne 'International society is a social construction.' I also argue that in order for IR to be studied it
needs to be viewed in subjective terms in order to make sense of the material world. As Emmanuelle
Adler put it, 'Constructivism is the view that the manner in which the material world shapes and is
shaped by human action and interaction depends on dynamic normative and epistemic
interpretations of the material world.'
Within this essay I will introduce two types of constructivism that I believe work harmoniously to
create a symbiosis of epistemological approaches in IR, conventional and consistent constructivism.
Both forms of constructivism offer us an epistemological view of IR in terms of

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 ...
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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

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

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