Characteristic of Constructivist Teaching Rules

7/30/2019 Characteristic of Constructivist Teaching Rules

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Characteristic of constructivist teaching roles

Constructivism has become a popular catchword in education. Constructivist

teaching techniques are based on constructivist learning theory. This theoretical

framework holds that learning always builds upon knowledge that a student already

knows; this prior knowledge is called a schema. Because all learning is filtered

through pre-existing schemata, constructivists suggest that learning is more effective

when a student is actively engaged in the learning process rather than attempting to

receive knowledge passively. A wide variety of methods claim to be based on

constructivist learning theory. Most of these methods rely on some form of guided

discovery where the teacher avoids most direct instruction and attempts to lead the

student through questions and activities to discover, discuss, appreciate and

verbalize the new knowledge.

Teachers may mistakenly believe they are already using constructivism. While

hands- on science, mathematics manipulatives, and process writing share some

common intentions with constructivism, applying constructivist research is much

more difficult. The constructivist teacher must fill many roles but largely functions as

a facilitator of knowledge construction.

Young children can be encouraged to construct their own understanding if you

perform these roles.

(Challie & Britain, 1991, p.54)

In constructivism, teachers are;-

1. Presenter

Not a lecturer but one who demonstrates, models, and presents activities to

groups of children and option to individuals so that direct pupil experiences

are encouraged in an ongoing fashion.

Example- Before start the class, teacher demonstrate the activity and tell the

instructions before the activity is carried out. Objective of this step is to attract

pupil and encourage them to do the activity.
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2. Observer

One who works in formal and informal ways to identify childrens ideas, to

interact appropriately, and to provide learning options.

Example- Teacher observe and identify the problem of pupil and try to give

the suitable learning skill to them. Besides, teacher is observing the behaviour

and skills of pupil during they carried out the experiments.

3. Question asker and problem poser

One who stimulates idea formation, idea testing, and concept construction by

asking question and posing problems that arise from observation.

Example- To ensure that students are understand, teacher gives them

questions. The questions give based on student stage so that student can

answer it. Besides, teacher is problem poser who teaches student how to

answer correctly.

4. Environment organiser

One who organises carefully and clearly what children are to do, while

allowing sufficient freedom for true exploration; one who organises from the

childs perspective.

Example- Teacher who decides and organise activity to students. For

example, teachers do hands- on activity to give students more understand

about the topic.

5. Public relations coordinator

One who encourages cooperation, development of human relations, and

patience with diversity within the class, and who defends this practice and

educates others outside the class about the benefits for children of this

approach.

Example- Teaching is not just in class and school. Teacher also teach pupil

the importance of moral values in where ever they are. This moral value is

applied by the students inside and outside the school and can give them

benefit of their behaviour.


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6. Documenter of learning

One who satisfies the accountability expectations and gauges the impact of

these practices on each learner in terms of knowledge construction and

science skill development.

Example- Teachers are very important to the future of students. So, teachers

must know the impact of practices so the students can construct their science

skill development.

7. Theory builder

One who helps children to form connections between and among their ideas

and to construct meaningful patterns that represent their constructed

knowledge.

Example- Teacher builds up the idea about the topic they teach. Besides,

teachers also try to correct the misconception of students and give the

reasons to correct it.

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Characteristic of Constructivist Teaching Rules