https://padlet.com/hshook11/217dx071phog Constructivist Education en-us 2019-09-25 11:38:44 UTC 2025-10-23 18:21:33 UTC hello@padlet.com hshook11 https://padlet.com/hshook11/217dx071phog/wish/389366429 1. Interests
2. Experimentation
3.Cooperation]]> 2019-09-25 11:43:19 UTC https://padlet.com/hshook11/217dx071phog/wish/389366429 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389367527 Constructivist teachers  provide an environment in which children are encouraged to collaborate with their peers and teacher. The main goal of a sociomoral atmosphere is mutual respect.  This is created by the teacher an students listening and considering each others point of view. Another goal for constructivists is for children to develop an autonomous morality. Conflict resolution is part of the constructivist curriculum. Psychological safety is necessary to promote a child's growth. Creating this environment creates a community in the classroom. Respect is the foundation of creating a safe and secure environment.]]> 2019-09-25 11:46:24 UTC https://padlet.com/hshook11/217dx071phog/wish/389367527 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389368018 Observe what children do spontaneously:  The child will not always answer our questions in words. Therefore, it is important to observe the child. Through observations we can see what the child is trying to figure out.
Propose enticing activities: This can be decided by providing materials and observing which objects or tasks hold their interests. The teacher can also consult with the students and see what they prefer.
Solicit children's ideas about what they want to learn: Sometimes a child knows what they are interested in, but do not know what they want to learn. The teacher then could ask the class as a whole what they would like to learn about the topic. Then it is the teachers responsibility to gather the appropriate materials.
Provide ample opportunities for children to make choices: Children should be able to choose freely from several possibilities during active play time. ]]> 2019-09-25 11:47:31 UTC https://padlet.com/hshook11/217dx071phog/wish/389368018 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389368294 Piaget has three types of knowledge: physical, logico-mathematical, and arbitrary. These three types of knowledge coincide with one another. Arbitrary knowledge is gained from others. Therefore, one tells or shows an individual. Physical learning happens when providing opportunities for children to act on an object and see the reaction. Lastly logico-mathematical is allowing children to understand their own knowledge or reasoning.  Allowing children to learn from their own experience is how they receive feedback. It is easier to receive negative feedback from an object rather than a person. This also allows children to correct their own reasoning. ]]> 2019-09-25 11:48:08 UTC https://padlet.com/hshook11/217dx071phog/wish/389368294 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389368584 Constructivist teachers accommodate activities to a variety of developmental levels. It is important to focus experiences on big ideas that allow the children to investigate in-depth. Another important aspect is creating more complex logico-mathematical relationships. This challenges the children to understand the big idea in a knew way. The classroom should have a culture of inquiry. (pg. 41 lists important questions a teacher should ask when evaluating their curriculum. ]]> 2019-09-25 11:48:56 UTC https://padlet.com/hshook11/217dx071phog/wish/389368584 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389368778 This principle focuses on asking appropriate questions to forward a child's thinking. When asking a question it is important to focus on the purpose or intention. Constructivists also want to learn the child's reasoning and how they think. Each question should be answered with no judgement from the teacher. This way the children feel confident and comfortable to answer and overtime correct their thinking naturally. The teacher should be open to all answers; this is how the teacher can begin to understand the child's thinking. Counterexamples should be provided to help refine their ideas. Constructivist use open ended questions because they require thing compared to closed ended questions. When asking a question the goal can be to: obtain needed information, inspire children's purpose, or focus children's thinking. Teachers asking questions for their benefit can be tricky. there are four ideas that a teacher should not do because they inhibits the child's thinking: giving indiscriminate praise, negating children's ideas, putting a child on the spot, and rushing ahead without waiting for the child to reflect. When creating a constructivist classroom it is important to try to avoid using those four tactics.]]> 2019-09-25 11:49:24 UTC https://padlet.com/hshook11/217dx071phog/wish/389368778 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389368958 Adequate time for children allows them to explorer and experiment freely. It is also important to continue to go back and reflect on old topics when their understanding deepens. Constructivist teachers realize that the child's development of understanding is a long drawn process. Therefore, educators need to provide adequate time for their students not only in a day, but over the full course of the school year.]]> 2019-09-25 11:49:50 UTC https://padlet.com/hshook11/217dx071phog/wish/389368958 hshook11 https://padlet.com/hshook11/217dx071phog/wish/389369353 Assessment should be apart of teaching not separate. A constructivist teacher should focus on both the assessment and curriculum. Teachers should always be documenting the child's growth, process and development. ]]> 2019-09-25 11:50:32 UTC https://padlet.com/hshook11/217dx071phog/wish/389369353