Embedded Files
Constructing Understanding in Elementary Education
Constructing Understanding in Elementary Education
Modelling Inquiry
Inquiry-based teachers demonstrate curiosity and a commitment to exploration, setting an example for students to see learning as an ongoing journey. By reflecting on their teaching practices and engaging in professional development, teachers show that they, too, are learners. Loughran (2002) emphasizes that “when teachers engage openly in learning, they encourage students to see learning as a shared, continuous journey rather than a fixed endpoint” (p. 42). This approach fosters an environment where students feel empowered to question, explore, and develop their understanding over time. By modelling curiosity and reflective practice, teachers encourage students to approach learning as an open, dynamic process (Loughran, 2002).
Modeling Inquiry-Based Learning for Informed Decision Making
Supporting Thinking and Metacognition
Encouraging students to “think about thinking” is a core aspect of constructivist teaching. Teachers use prompts and tools to foster metacognitive skills, guiding students to reflect on their thought processes. Zohar and Dori (2003) emphasize that “metacognitive skills are essential for constructivist learning, as they enable students to actively monitor and regulate their cognitive processes, allowing them to build knowledge through self-reflection and evaluation” (p. 150). This practice equips students to approach new challenges independently by helping them understand how they learn, making them more adaptable and self-aware learners.
Scaffolded and Collaborative Learning
Providing structured opportunities for students to build on their skills is essential. Teachers create flexible learning environments that support collaboration and independence, fostering a sense of shared learning. Palincsar (1998) emphasizes that “collaborative learning environments allow students to engage in meaningful interactions, where more knowledgeable peers or instructors provide scaffolding that enables learners to perform tasks they could not achieve independently” (p. 371). This approach aligns with Vygotsky’s Zone of Proximal Development, where collaborative activities help students reach new levels of understanding with the support of their peers.
Scaffolding Learning Strategies for the Classroom
Fostering Reflection and Feedback
Monitoring and documenting learning, combined with providing meaningful feedback, are integral to constructivist approaches. Regular reflection allows students to evaluate their own understanding and identify areas for growth, turning learning into an iterative process. Hattie and Timperley (2007) emphasize that “feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative depending on the nature of the feedback” (p. 81). Constructivist teaching prioritizes feedback that promotes self-assessment and metacognitive reflection, encouraging students to actively engage with their learning journey.
References:
Bespoke Classroom. (2019, October 4). How to build a digital escape room using Google Forms. https://www.bespokeclassroom.com/blog/2019/10/4/how-to-build-a-digital-escape-room-using-google-forms
Bruner, J. S. (1960). The process of education. Harvard University Press.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. https://doi.org/10.1007/BF02319856
Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004
Mayer, R. E., & Alexander, P. A. (2017). Handbook of research on learning and instruction (2nd ed.). Routledge.
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1
Disclaimer:
ChatGPT-4 was utilized to assist with refining spelling, grammar, formatting, and maintaining a professional and engaging tone.
Image References:
Accelerate Learning. (n.d.). Constructivist teaching. Accelerate Learning. https://info.acceleratelearning.com/constructivist-teaching
Cross, R. (2019, April 17). Collaboration is a key skill. So why aren’t we teaching it? MIT Sloan Management Review. https://sloanreview.mit.edu/article/collaboration-is-a-key-skill-so-why-arent-we-teaching-it/
International Baccalaureate. (n.d.). Primary Years Programme (PYP). https://www.ibo.org/programmes/primary-years-programme/
Google. (2024). Google Gemini. Google. https://gemini.google.com/app
Lifeology. (2020, September 13). Valuable science-art collaboration: September SciComm challenge Q&A. Lifeology. https://lifeology.io/blog/2020/09/13/valuable-science-art-collaboration-september-scicomm-challenge-qa/
Tutoring for Excellence. (n.d.). Constructivism for teachers and learners: A closer look. Tutoring for Excellence. https://www.tutoringforexcellence.com.au/blog/constructivism-for-teachers-and-learners-a-closer-look/
Page updated
Google Sites
Report abuse