Strive To Promote Children’s Reasoning.

     Another principle that the constructivist teacher has to take into consideration is the promotion of children’s reasoning. This plays an imperative role in the development of students. This feat can be achieveImaged through the use of questions, challenging problems and any intervention that will prompt children to think and uncover the unknown. Bruner (1966) calls this “discovery learning”. By independently obtaining knowledge, learners select and transform information, construct knowledge, and make decisions in the context of a cognitive structure that provides meaning and organization to experiences and allow the individual to “go beyond the information given”. Students are actively engaged in determining what and how they will study or gain understanding. The constructivist educator strives to create a culture of inquiry and develop a curriculum that entails several key features, namely; a focus on “big ideas” that allow in-depth study, provision of activities and materials suitable for a wide range of developmental levels, and the scrutiny of activities in terms of regularities and associations. 

      The constructivist teacher ought to avail students with adequate time to facilitate investigation and in-depth engagement in the content that is being pursued. The teacher is expected to investigate the student’s progression periodically and implement the necessary measures that are needed to foster development and mastery of content. This feat is achieved by assessing and evaluating the areas of study.  This process requires adequate time because students are only able to  explore the complexity of the area being study, if the time is sufficient. This exploration may take on several approaches such as; question and answer sessions, discovery learning, and even one to one sessions with facilitators. With students having in-depth engagement in their learning speaks to a student centered learning environment where the facilitators provide students with real-world problems to solve. This approach emphasizes that students work on meaningful, useful and deep understanding rather than memorize the content and reproduce the answers on a test. With adequate time given to carry out such activities, students are able to have in-depth engagement in their pursuits. In light of this the constructivist teacher has a significant role to play. The teaching job now takes on a  new meaning, one that remove the teacher from just standing at the front and give a lecture to one that requires thorough planning, tools and equipment and understanding of the students so that the instructions can be disseminated with a resounding effect. 


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