Like my learning style, my teaching style is influenced by Constructivist models. Constructivism theorizes that knowledge is not just acquired, but that knowledge must be actively constructed by the learner processing information. Ormrod (2008) creates a simple but truly relevant metaphor for the Constructivist teacher that I will expand upon. Although learners are in the driver's seat in the learning process, teachers provide a road map and offer suggestions about how to move the horse and wagon forward (Ormrod, 2008, p. 165). To continue the metaphor, I see that in my role as teacher I must be very involved to see the students make successful trips in the learning process. In my role as provider of the map of learning, I must make sure there enticing points of interest on the learners' journey. I must help the learner tap into their intrinsic motivation and develop a sense of pride in their learning as they explore the map.
Also as the teacher, it is my duty to see that the horse and wagon, the core curriculum if you will, is developed enough to drive future learning. A study by Kirschner, Sweller, and Clark (2006) suggest that until learners have sufficiently high prior knowledge, this sort of minimally guided instruction is less efficient than direct instruction. The Daily Writing Program (see Appendix B) I developed is an example of where this horse and wagon can go when the learner's trip is scaffolded in such a way that prior knowledge is solidly developed as learners travel along the maps routes.
The role of the student in Constructivist learning is demanding. Constructivist learners must buy into their learning intrinsically. The learners must feel value in what they are learning or motivation is lost. To continue the metaphor, learners must trust that the teachers will help them build the knowledge the horse and wagon needs to move, learning the core curriculum, so that they can explore the maps and construct their own knowledge.
So if Constructivist learning works that's super but, often overlooked is that the learner must be prepared for failures. The classroom environment has to both be one the learner can succeed and fail in comfortably. If that is not the case, a map of learning becomes irrelevant; learners just look for the way out of town.
I rely heavily on the practices of the Responsive Classroom, in particular; morning meeting, interactive modeling, positive teacher language, logical consequences, academic choice, collaborative problem solving (Northeast Foundation for Children, Inc., 1998-2008).
My classroom environment also draws upon what Rainier, Guyton, and Bowen (2000) suggest are important aspects of a Constructivist classroom. The physical environment contains loosely defined space with alternative uses and transitions are child based. The children are immerged in the social environment's self and community management expectations. The linguistic environment is largely child directed with questions and answers of interest that are related to the work at hand. Peer interactions such as impromptu group projects are encouraged. The intellectual and curriculum environments are full of challenges and failures that are viewed as welcome learning opportunities.
There is one more key ingredient to our classroom. Much like the experience in Mrs. Olsen's kindergarten (2009), we play group games daily. These group games help to "decenter" kindergarteners from the ego-centricity typical of their age group. In circumstances like this they develop their own wagon trains and contribute their best learning for the benefit of the entire class. Many discover that as a team they can travel much farther, much quicker, than they could alone.
work: An analysis of the failure of constructivist. Discovery, problem-based, experiential, and
inquiry-based learning. Educational Psychologist, 41 (2), 75-86.
Northeast Foundation for Children, Inc. About Responsive Classroom. (1998-2008) Retrieved January
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http://www.responsiveclassroom.org/about/aboutrc.html#Classroom%20Practices
How Children Learn. Retrieved January 21, 2009, from
http://www.davenport.k12.ia.us/walcott/directory/How%20Children%20Learn.htm
Ormrod, J. (2008) Human Learning 5th Edition. New Jersey: Pearson Education, Inc.
Rainer, J., Guyton, E., & Bowen, C. (2000, April 1). Constructivist Pedagogy in Primary Classrooms.
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