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When students read literature or text, educators usually have them go through the process of reciprocal teaching to ensure they are comprehending and digging deeper into the text.

The process of reciprocal teaching includes: Predicting, Questioning, Summarizing, and Clarifying.

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A cognitive apprenticeship is when a learner or student gains knowledge/skills from an "expert". This is usually a student/teacher relationship but can look different. Some other examples could be a coach and an athlete or a parent and child.

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An educator presents a challenging event, problem, or question and students inquiry and use their scientific reasoning skills to come to a conclusion.

The process the students take is as follows:

-Formulate a hypothesis to explain or solve the problem

-Collect data to solve their hypothesis

-Draw conclusions

-Reflect on how they got to their conclusion

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Facilitating in a Constructivist Classroom

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Facilitating in a Constructivist Classroom

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-Facilitate students prior learning and experiences into current topic to help them reconstruct the knowledge they learned.

-Provide students with multiple resources to learn from and the cultural tools they need to mediate learning.

-Encourage students to have a unique thinking process and use that their thought process to create literature, dialogue, etc.

-Encourage student reflection and individual thinking.

-Provide multiple ways to assess students and their learning process.

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Students collaborate with others to solve real-world problems. These problems can have multiple solutions and correct answers.

The process the students take is as follows:

-An intriguing question or problem is asked

-Students generate ideas about what they know about the question or problem

-Students research their topic individually

-Students go deeper into research and revise their thinking to fit the appropriate data

-Students test their hypothesis by getting feedback from peers

-Students collaborate with peers and come to a single conclusions together based on all the data presented

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Advance organizers scaffold student learning when the new material is difficult, unfamiliar, and much more. Advance organizers should be able to create an understanding of the material and be very organized. There are two types of advance organizers comparative and expository.

Comparative organizers bring out knowledge you already know about a topic. They ask remind students of their prior knowledge and how it relates to the new topic.

Expository organizers provide new knowledge that will help students better understand further information.

Expository organizers

Expository organizers

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Scaffolding is involved in Vygotsky's zone of proximal development. Educators, parents, and peers help students reach their full potential by scaffolding. Scaffolding includes demonstrating the task first, keeping the students engages and motivated, and teaching at the learners level. These examples are both motivational and cognitive support.

Motivational support in scaffolding is motivating them during tasks, engaging the learner, and avoiding frustration.

Cognitive support in scaffolding is adjusting the teaching style to meet the student at their level, fading out when students understand the concept and can be on their own, and make students feel responsible for their own learning.

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1. Experts have deep conceptual knowledge. This means that knowledge is not simply understood, but they are able to apply their knowledge to different situations.

2. Learning comes from the learner. Students need to participate in the learning process to actively gain knowledge.

3. Schools must create effective learning environment. Schools need to create an environment where students can use their knowledge in real-world situations. Learning needs to extend beyond the classroom.

4. Prior knowledge and beliefs are key. Learning needs to start with what the student know. If we skip this step, students will just learn what they need to do to pass.

5. Reflection is necessary to develop deep conceptual knowledge. Students must reflect on their own work and the progress they have made.

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Students should be just as responsible in their learning process as the teacher is. If a student does not value their education and is not putting in the effort, they will fail even if the teacher is doing everything they can.

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Students should learn from multiple sources when understanding "complex content". A teacher should be a source of information not thee source. By this, I mean teachers should incorporate guest speakers, videos, etc.

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A part of the learning process that has students collaborate with others to share knowledge and learn from each other.

An example of this would be a Socratic seminar. During a Socratic seminar, the students form a circle and they debate, discuss, and banter about the topic at hand. This is a perfect way to share ideas while taking in knowledge from your peers.

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Complex learning environments place challenging, multiple-part problems into students' learning realm to help prepare for them for not-so-simple life tasks. These problems are designed to be difficult and possibly tedious because some things in life are just that. Teachers can assist students with problems like this by scaffolding and providing resources.

An example of an assignment that incorporates the complex learning environment would be an educational escape room. An escape room requires a learner to multiple-step problems for only one conclusion. This steps can be difficult and sometimes require assistance along the way.

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Student centered teaching focuses solely on the student and how they learn best. Educators should use multiple approaches in instruction and develop different assessments in which students can show what they learned. Educators and students should collaborate and share a common goal of realistic and challenging goals way to attain knowledge.

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Knowledge that is learned in a specific situation and can be more difficult to apply to other situations.

Enculturation is a term that is considered the synonym of situated learning. It can be known as being apart of a group or community based on shared knowledge, skills, etc.

An example of enculturation would be that all students in Ms. Hale's classroom put their pencil in the air to signal that they have completed the teacher's instruction.

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Learners can collaborate with others and use cultural tools (books, computers, etc) to come to a common understanding.

Working together with peers can help students develop a new perspective and come to a common conclusion that addresses different thought processes.

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Learners use their own knowledge and beliefs to understand or process new information and come to their own conclusions.

An example of this would be a student who is learning a new math concept. Yesterday, the student learned the even number pattern 2,4,6,8. Without the teacher's instruction, the student was able to continue that pattern because they knew just to add two more.