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Essay / Research Paper Abstract
This 3 page paper is based on a scenario provided by the student. The scenario describes a teacher's approach before and after attending a Master's program that focused on constructivism. The writer suggests that while a cooperative or constructivist approach should be emphasized, there is still a time to use the traditional approach to teaching. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGtchrfl.rtf
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Unformatted sample text from the term paper:
Wong (2000) suggest there are but "two overarching approaches to teaching that represent different and somewhat incompatible models of good pedagogy" (p. 3). These authors identify these models as "Traditional
Transmission" and "Constructivist-Compatible" instruction (Ravitz, Becker and Wong, 2000). Given these two models as a basis for discussion, the teacher in the story was using the Traditional Transmission model
of instruction whereby the teacher provides facts and explanations and the students learn what is presented (Ravitz, Becker and Wong, 2000). The literature suggests the Constructivist-Compatible model of instruction is
better or more effective (Ravitz, Becker and Wong, 2000). While Wenglinsky (2002) does not identify constructivism specifically, the author describes the key elements of this model as being most effective,
e.g. teaching higher-order thinking skills, which conveys understanding rather than information or solving problems first, then learning the concepts related to the problems or instructing "each student by drawing upon
the knowledge and experience that that particular student already possesses" (Wenglinsky, 2002). The teacher in the scenario used more constructivist-compatible instruction after participating in a Masters program. The teacher
used more probing questions as opposed to factual questions, allowed cooperative group time and determined what topics needed whole group explanation based on observations of small group discussions and work.
As a teacher, I believe both models are important and to use one exclusively is a disservice to students. It sounds good to say "student interests, prior experiences, and
current understanding" (Ravitz, Becker and Wong, 2000, p. 4) are used as a starting point but students need to have prior knowledge. Knowledge is gained through instruction from a person
who has the knowledge to transmit. This is especially true for the 1st grade, which the teacher in the scenario teaches. There must be a foundation of basic knowledge that
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