Cructivism In Education

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It has been noted that young people are the most valuable resource for the nation’s social and economic prosperity and overall success (Rowe, 2006). A hit song by Whitney Houston supported this anthem cry, “I believe the children are our future" (1985). The experts agree, that the key to such prosperity at both the individual and national level is quality schooling. Teachers, in turn, are the most valuable resource available to schools, and are therefore central to school improvement efforts directed at student’s learning outcomes and achievement progress (ACER, 2005). Teachers need to be equipped with evidence-based teaching skills that are effective in meeting the developmental and learning needs of the students for whom they have responsibility.…show more content…
This approach has its origins in the work of Piaget, Vygotsky, and Ausubel’s assertion that “the most important single factor influencing learning is what the learner already knows.” The ZPD establishes what the learner already knows, and can do with minimal assistance by a teacher or peer- following which the individual is expected to undertake learning tasks independently. Unfortunately, this is not without its drawbacks. We confuse the need for the child to construct her own knowledge with a form of pedagogy which sees it as the child’s responsibility to achieve that. We focus on the action of the student in the construction of knowledge rather than the action of the teacher in engaging with the child’s current misconceptions and structuring experiences to challenge those misconceptions…. The constructivist theory of knowing has been used to justify a non-interventionist theory of pedagogy. Even more unfortunate is that 67% of the teacher trainees in a recent study indicated that constructivism was the only teaching approach to which they had been exposed in their teaching method…show more content…
The report concluded that systematic phonic instruction proved to be universally effective, and should be implemented as part of literacy programs to teach beginning reading, as well as to prevent and remediate reading difficulties. The NRP further identified specific text comprehension skills that enable children to develop higher order thinking skills, and how the integration of and comprehensive approaches to literacy enable children to develop reading for both learning and pleasure (1985). The process must be an integration of all the following skills with explicit instruction in phonemic awareness, phonics, fluency, vocabulary knowledge, and text comprehension. The report then concluded that teacher professional development in literacy instruction is crucial to children’s literacy achievements

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