Chapter 6 Reflections - Models of Instructional Design/Constructivism

I strongly agree with the notion presented in this chapter that teaching is both an art, influenced by our unique experiences and personality, as well as a science, where we can identify effective strategies for teaching almost anything.

As far as the scientific aspect of teaching is concerned, the concept of teaching through'constructivist' theory fascinates me. What's interesting is that through this theory, learning always builds upon knowledge that a student already knows, and constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. I think this would especially lend true for students who process information and learn kinesthetically, though it is debatable as to whether or not all students, especially those at a younger age, can be considered 'kinesthetic' learners. Additionally, I was surprised at how many different methods claim to be based on this theory or 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/or verbalize the new knowledge.

With this being said, it is no surprise that in the constructivist classroom, students work primarily in groups where learning is interactive and dynamic through activities like research projects, field trips, films, and class discussions. There is a strong focus on social and communication skills, as well as collaboration and exchange of ideas. Depending on what you believe the role and purpose of formalized education is, I think this is extremely important. In my opinion, the purpose of the classroom goes far beyond learning basic academic knowledge, and the experience of learning how to communicate and function with others socially is even more significant.

Lastly, the role of teachers in the constructivist classroom are to prompt and facilitate discussion. Thus, the teacher’s main focus is on guiding students through asking questions that lead them to develop their own conclusions on the subject. However, while I believe this strategy is one important way to implement in the classroom to allow students to think both critically and independently, utilizing only one method of instruction can be equally as limiting for students, and other methods of instruction should also be used simultaneously.