In the classroom, my goal will be to encourage young adults as they
explore and experiment with new forms of expression in a friendly, safe
setting. Constructivist teaching methods are a perfect fit for achieving that
goal. I say this because, particularly when it comes to my own writing, I like to
think "outside the box," and Constructivism allows me to do just that. Constructivism is best summarized by the
following definition: "The progressivist teaching philosophy is a
student-oriented approach that takes individuality into account and links it to
active learning. According to Constructivism, the best learning circumstances
occur when the subject matter is applicable to the learner's life and talents.”
Additionally, this method stresses interaction, teamwork, and respect for other
people's opinions as crucial components of learning (www.indeed.com, 2023).
Adults learn best by doing, not by hearing, according to a
statement I heard. Constructivism encourages students to put to use what they are
learning in ways that are personally meaningful in the actual world.
"Learning by doing is a teaching strategy that employs interesting
learning exercises that are customized to the requirements and interests of the
students. Like this, Learning by Doing teachers encourage pupils to learn
through piquing their curiosity” (ResearchGate, 2020). I am a Linguistic
leaner, which means that reading and writing are the ways that I learn best. Even though I naturally learn in such a manner, I have found that when
material is pertinent to my own life, not only am I more interested in it but
also, I am more invested in the result, and more engaged as well. I believe that direct
participation in the learning process is when students will gain the most.
As an illustration, we were requested to make Concept Maps in several
of my classes at Tiffin University. We were given a topic but oversaw the
project's layout and aesthetics. I was anxious and excited at the same time
because this was my first time creating one. The process of making my first
Concept Map was so much fun! I gave the project a lot of focused consideration
and hours of experimentation with various visuals. Why was this lesson so
interesting to me? Mostly due to the novelty. I was learning in an unusual way
since it allowed me to move beyond the "box" of the Linguistic
learner. I was studying differently. Even though universities encourage Linguistic
learning, we must remember that not all students learn well in this manner.
Instead of reading, writing, or listening to a teacher, many students prefer to
learn by doing—by applying what they have learned.
Creating a Concept Map allowed me to express myself more freely
and creatively. Instead of forcing me to adopt a predetermined form, it gave me
options. For instance, if I wanted to, I could use amusing visuals. Most
essential is that I held the knowledge longer because I had applied it. Then, I had to
use the Map to teach my classmates about the topic, which required that I fully
understand the main ideas.
Constructivism's ability to be utilized to motivate students to
collaborate in groups is another crucial aspect of this teaching philosophy. When students in a class are
having trouble getting along with one another, a project that divides them into
groups might help them work together to achieve a shared objective. This may
rekindle student enthusiasm in their courses and foster more positive interaction between them.
Instead of using a passive method where material is grasped only through listening, Constructivism takes
a "hands-on" strategy that involves direct learning experiences.
Everyone has a voice in Constructivism, and everyone is encouraged to voice
their opinions to the group. If there are students who are conventional
learners, this strategy will push them to "get out of their comfort
zones" and to discover new abilities and modes of expression, like the
Concept Map did for me. Students are expected to use both their critical
thinking and social abilities in this instructional method. Because it requires
student groups to cooperate, it is democratic in character. It helps students
to appreciate and consider other's views.
In the classroom, the instructor performs the dual duties of
activity facilitator and mentor. The teacher asks questions rather than
provides answers. When a student asks
for a solution, for instance, if I am applying Constructivism, I could throw it back to the group and say,
"Instead of telling you the answer, I'd like the group to brainstorm and
come up with a few different ways you could solve this." As the teacher, I
do not want to foster a dependence on me for answers. Students should be encouraged that they can
solve the problem if they rely on one another, themselves, and the resources on hand. In-class problem-solving is important because it builds confidence in their own abilities, and it teaches them to bring problems
forward and not to conceal problems.
Students will receive the same grade if the group follows the
instructions and completes the work, except if a student does not participate
in which case their mark would be lower. To ascertain the level at which people
are functioning, I do think testing is crucial. Tests should be given
frequently enough to gain a general idea of students' knowledge and abilities,
but not too frequently to discourage or cause concern. In high school, I had a
teacher who made us take exams at the end of every week. While this was good
for the instructor, a large portion of the students who were in his class dropped
out because of the excessive number of examinations.
The frequent assignment of research papers and explanatory essays is also an effective way to gauge student understanding and English language
competence. In the Constructivist method, it is recommended to give students as
much freedom as possible in their subject selection rather than assigning the topic. As they say, "Different strokes for different
folks." The learner will spend more time investigating and will have a
deeper grasp if they get to pick the topic or choose from a list of ideas. Additionally,
a class with a variety of subjects will be more engaging for everybody.
As a lifelong learner, I have found that every class has a small
group of top performers—what I like to refer to as the top 20%—who get the best
grades, submit their assignments and comments first, and lead much of the
thoughtful conversation. A Constructivism strategy pushes the remaining 80% to
participate more regularly and directly and could be what they need to get
fired up about the assignments.
I authored a book and study guide that is used by my podcast study group. Naturally, since I wrote the content, I am aware of the answers. But I think learning should not be passive. As a result, after fully describing the topic we are studying, I pause and solicit my cohost's perspective. By giving the audience another viewpoint, the audience is more likely to phone in and contribute their own perspectives. When callers ask for my opinion, I offer it, but I also ping-pong it back and solicit their feedback. Instead of a lecture and a single point of view, I want my podcast to be a lively debate and discussion. My vision for the classroom is the same: a safe space where learners feel free to express themselves and take chances, as well as a social setting where they may practice tolerance and respect for different points of view and cultures.
Constructivism is in harmony with my vision of what a classroom ought to be: intellectually fascinating, a secure environment for expressing curiosity and taking risks, and a working environment where many ideas and viewpoints may be voiced without concern. I want learners to become their own teachers in my classroom. In essence, to do as much as I can to work myself out of a job.
References
Sameer Abuzanda. Learning
By Doing. ResearchGate, 2020.
(PDF) LEARNING BY DOING (researchgate.net)
Indeed
Editorial Team. 12 Common Teaching Philosophies (With Definitions). 2023.
12 Common Teaching
Philosophies (With Definitions) | Indeed.com
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