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In constructivist learning, you don’t transfer knowledge from teacher to student in a hierarchical way. Instead, students construct their own learning through their own experiences. Students don’t learn merely from reading a textbook or listening to a lecture, but by acting and experiencing, by teaching and assessing, by exploring the topic on their own. Their experiences and what they make of those experiences is how they learn.- See more at: http://idratherbewriting.com/2010/09/27/organizing-content-for-constructivist-learning-organizing-content-28/#sthash.kOgj9BnK.dpuf

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In constructivist learning, you don’t transfer knowledge from teacher to student in a hierarchical way. Instead, students construct their own learning through their own experiences. Students don’t learn merely from reading a textbook or listening to a lecture, but by acting and experiencing, by teaching and assessing, by exploring the topic on their own. Their experiences and what they make of those experiences is how they learn.- See more at: http://idratherbewriting.com/2010/09/27/organizing-content-for-constructivist-learning-organizing-content-28/#sthash.kOgj9BnK.dpuf

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http://www.tandfonline.com/doi/abs/10.1080/0261976042000223015#.VFeRlzTkfX8

http://www.teach-nology.com/currenttrends/constructivism/

http://transformationalmentoring.org/learning-theory-and-practice/

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Specific Evidence within the models that we have examined within the class include...

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Specific Evidence within the models that we have examined within the class include...

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Scaffolding: Taking what you know > Goal Setting > Planning how you are going to get there

Humans develop knowledge and learning through interaction of experiences and ideas.

Mentor as acts as facilitator enabling mentee to achieve desirable outcomes

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Analysis of how Cognitive Constructivism is evident within mentoring schemes.

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Analysis of how Cognitive Constructivism is evident within mentoring schemes.

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The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject‐specific areas.

Constructivist theory and a five‐factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices.

Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching.

Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (i) personal attributes that the mentor needs to exhibit for constructive dialogue; (ii) system requirements that focus on curriculum directives and policies; (iii) pedagogical knowledge for articulating effective teaching practices; (iv) modelling of efficient and effective practice; and (v) feedback for the purposes of reflection for improving practice.

It is argued that ‘generalist’ primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas.

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Description of how cognitive constructivism explain learning

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Description of how cognitive constructivism explain learning

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Accessed at http://www.learning-theories.com/constructivism.html

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summerised by George Kelly (1955) who believed that peoples experiences led them to create meaning and<br>predict outcomes of events based of their understanding.