Here is constructivist answer ... please ACCEPT ... ... don't worry, it will all be layed out on paper in the final. This is approx. 2 pages long double spaced, 12 font times new roman. The behaviorist theory will be added to each of the paragraphs for easy compare / contrast once you ACCEPT this one. I need you to accept it asap please because I don't write essay late at nite - LOL. I usually do it around 5 p.m. Okie dokie. I addressed EACH of the items she wanted as writen - in separate paragrahs.
Word count: 494
References used: 4
" Much of the material used to educate students at grade levels beyond primary school is largely text and lecture based, which have significant limitations" (http://www.ndt-ed.org/, n.d.). Throughout the years educators have worked to find other ways to teach students lessons that they might not otherwise learn based strictly on old-fashioned, restricted learning methods. This paper looks at two learning theories: Constructivist learning theory and behavioral learning theory. I will address both theories as they pertain to classroom organization, environment, motivation, discipline and teaching style.
Founded by John Dewey and developed further by Jean Piaget, constructivist learning theory "...describes a learner-centered environment where knowledge and the making of knowledge is interactive, inductive, and collaborative, where multiple perspectives are represented, and where questions are valued" (www. online.sfsu.edu, n.d.)
According to Ganly (2007), the "constructivist approach to classroom organization can be reflected in the classroom by allowing everything from seating arraignments to the lesson plans to be subject to change" (http://www.associatedcontent.com/). Desks should be organized to encourage group activity and face-to-face communication with each other, not just the teacher. Students should have input into how their classroom is arranged.
The constructivist classroom should have an environment that is active, lively and full of energy. Because the children have so much more say in their classroom, the environment will reflect their thought process. The energy is high and the attitudes positive.
A constructivist teacher is a motivator and an outgoing leader in the classroom. The constructivist teacher does not look down on students with rimmed glasses and "put the child in his / her place." Motivation not only comes from the teacher to the child but from the children to each other. This is partly formed because they are part of the lesson, they are part of the plan and the environment.
"Constructivist teachers," according to Rheta and Zan (n.d.), "do not "discipline" children in the sense of controlling and punishing them." (tigger.uic.edu). If "corrective measure needs to be taken, it should be clear and definite so the child knows what to do to avoid it in the future and what to do to reinstate him- or her-self when it is invoked" (tigger.uic.edu). Children should be taught how their actions cause a reaction to something or someone else. Taking ownership of ones behavior and understanding the consequences of it is also important - as well as is sharing feelings about incorrect behavior. And sometimes it is just best for an adult to let a child experience the natural consequence of an action so that learning can take place.
Constructivist teaching style dictates high not low-level thinking (think Blooms Taxonomy). "When assigning tasks to students, use cognitive terminology such as "classify," "analyze," "predict," and "create" (http://www.ndt-ed.org/, n.d.). Avoid tasks that simply have students reciting or memorizing information. Peers should learn from each other and not just the teacher. Furthermore, "put students in situations that might challenge their previous conceptions and that will create contradictions that will encourage discussion" (www.ndt-ed.org).