Constructivist Teaching Methods
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The Limitations of Constructivism
The Limitations Of Constructivism
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Food For Thought:
* Does your school or district promote constructivist teaching methods? If so, what are some challenges you have experienced with its implementation?
* Do you believe collegiate institutions are adequately preparing future teachers for constructivist roles in the classroom? If not, where do the changes need to be made?
* What are your personal thoughts and opinions regarding the negative impact constructivist methods can have on students with disabilities?
"Providing a Place and Time For Wonder."
Bibliography
Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and applications. Boston: McGraw-Hill.
Batshaw, M.L., Pellegrino, L., & Roizen, N.J. (2007). Children with disabilities (6th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.
Brader-Araje L. & Jones, M. G., (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3). Retrieved from http://www.acjournal.org/holdings/vol5/iss3/special/jones.htm
Brooks, J., & Brooks, M. (1993). The case for the constructivist classrooms. Alexandria, VA: ASCD.
Dixon, R., & Carnine, D., (1994). Ideologies, practices, and their implications for special education. The Journal of Special Education, 28(3), 356-367.
Elkind, D., (2004). The problem with constructivism. The Educational Forum, 68(4), 306-12.
Epstein, Ann S. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington, DC: The National Association for the Education of Young Children.
Gordon, M., (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies, 45, 39-58.
Heritage Community Foundation (2002). Primary sources overview. Retrieved from
http://www.youthsource.ab.ca/teacher_resources/ps_overview.html
Herrmann, M. (2007). The practice of sustainable education through a participatory and holistic teaching approach. Retrieved from
http://www.ccponline.org/docs/artikel/01/04_Praxis_Herrmann_final.pdf
Lowenthal, P., & Muth, R. (2008). Constructivism. In E.F. Provenzo, Jr. (Ed.), Encyclopedia of the social and cultural foundations of education. Thousand Oaks, CA: Sage.
Maddux, C.D., Johnson, D.L., & Willis, J.W. (1997). Educational computing: Learning with tomorrow’s technologies. Boston: Allyn & Bacon.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD
Mayer, R.E., (2004). Should there be a three-strikes rule against pure discovery learning. The case for guided methods of instruction. American Psychologist, 59, 14-19.
National Association for the Education of Young Children. (1997). Developmentally appropriate practice in early childhood programs. New York, New York: The National Association for the Education of Young Children.
Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. Englewood Cliffs, NJ: Educational Technology Publications, Inc.
Sawchuk, S. (2009). 21st-century skills focus shifts W. Va. teachers’ role. Education Week (28)16, 1-13.
Schiro, M.S. (2008). Curriculum Theory: Conflicting visions and enduring concepts. Sage.
Willingham, D. (2009). Why students don’t like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey Bass.
Zmuda, A. (2008). Springing into active learning. Educational Leadership (66)3, 38-42.
Bibliography
Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and applications. Boston: McGraw-Hill.
Batshaw, M.L., Pellegrino, L., & Roizen, N.J. (2007). Children with disabilities (6th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.
Brader-Araje L. & Jones, M. G., (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3). Retrieved from http://www.acjournal.org/holdings/vol5/iss3/special/jones.htm
Brooks, J., & Brooks, M. (1993). The case for the constructivist classrooms. Alexandria, VA: ASCD.
Dixon, R., & Carnine, D., (1994). Ideologies, practices, and their implications for special education. The Journal of Special Education, 28(3), 356-367.
Elkind, D., (2004). The problem with constructivism. The Educational Forum, 68(4), 306-12.
Epstein, Ann S. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington, DC: The National Association for the Education of Young Children.
Gordon, M., (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies, 45, 39-58.
Heritage Community Foundation (2002). Primary sources overview. Retrieved from
http://www.youthsource.ab.ca/teacher_resources/ps_overview.html
Herrmann, M. (2007). The practice of sustainable education through a participatory and holistic teaching approach. Retrieved from
http://www.ccponline.org/docs/artikel/01/04_Praxis_Herrmann_final.pdf
Lowenthal, P., & Muth, R. (2008). Constructivism. In E.F. Provenzo, Jr. (Ed.), Encyclopedia of the social and cultural foundations of education. Thousand Oaks, CA: Sage.
Maddux, C.D., Johnson, D.L., & Willis, J.W. (1997). Educational computing: Learning with tomorrow’s technologies. Boston: Allyn & Bacon.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD
Mayer, R.E., (2004). Should there be a three-strikes rule against pure discovery learning. The case for guided methods of instruction. American Psychologist, 59, 14-19.
National Association for the Education of Young Children. (1997). Developmentally appropriate practice in early childhood programs. New York, New York: The National Association for the Education of Young Children.
Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. Englewood Cliffs, NJ: Educational Technology Publications, Inc.
Sawchuk, S. (2009). 21st-century skills focus shifts W. Va. teachers’ role. Education Week (28)16, 1-13.
Schiro, M.S. (2008). Curriculum Theory: Conflicting visions and enduring concepts. Sage.
Willingham, D. (2009). Why students don’t like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey Bass.
Zmuda, A. (2008). Springing into active learning. Educational Leadership (66)3, 38-42.
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