Implementation of Constructivism Theory

For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.

The best way for you to really understand what constructivism is and what it means in your classroom is by seeing examples of it at work, speaking with others about it, and trying it yourself

Constructivism

What is constructivism?
Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.

Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.

You might look at it as a spiral. When they continuously reflect on their experiences, students find their ideas gaining in complexity and power, and they develop increasingly strong abilities to integrate new information. One of the teacher's main roles becomes to encourage this learning and reflection process.

For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.

Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.

Constructivism is also often misconstrued as a learning theory that compels students to "reinvent the wheel." In fact, constructivism taps into and triggers the student's innate curiosity about the world and how things work. Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings.

The best way for you to really understand what constructivism is and what it means in your classroom is by seeing examples of it at work, speaking with others about it, and trying it yourself. As you progress through each segment of this workshop, keep in mind questions or ideas to share with your colleagues.
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Love Story Taylor Swift

We were both young when I first saw you
I close my eyes and the flashbacks start
I'm standing there
On a balcony in summer air

See the lights, see the party, the ball gowns
I see you make your way through the crowd
And say hello
Little did I know

That you were Romeo, you were throwing pebbles
And my daddy said, "Stay away from Juliet"
And I was crying on the staircase
Begging you, please don't go
And I said

Romeo, take me somewhere we can be alone
I'll be waiting, all there's left to do is run
You'll be the prince and I'll be the princess
It's a love story
Baby, just say yes

So, I sneak out to the garden to see you
We keep quiet cause we're dead if they knew
So close your eyes
Escape this town for a little while
Oh oh

Cause you were Romeo, I was the scarlet letter
And my daddy said, "Stay away from Juliet"
But you were my everything to me
I was begging you, please don't go
And I said

Romeo, take me somewhere we can be alone
I'll be waiting, all there's left to do is run
You'll be the prince and I'll be the princess
It's a love stor
Baby, just say yes

Romeo, save me
They try to tell me how I feel
This love is difficult, but it's real
Don't be afraid, we'll make it out of this mess
It's a love story
Baby, just say yes

Oh oh
I got tired of waiting
Wondering if you were ever coming around
My faith in you is fading
When I met you on the outskirts of town
And I said

Romeo, save me
I've been feeling so alone
I keep waiting for you, but you never come
Is this in my head
I don't know what to think
He knelt to the ground and pulled out a ring
And said

Marry me, Juliet, you'll never have to be alone
I love you and that's all I really know
I talked to your dad
Go pick out a white dress
It's a love story
Baby, just say yes

Oh oh oh
Oh oh oh oh

'Cause we were both young when I first saw you

Malaysia Satu

Ku teguh berdiri tiada lagi ragu atau gentar
Ku terus berani melangkah maju terus ke hadapan
Satu impian nyawaku pertaruhkan

Genggaman tanganmu,
semangatku terus oh membara
janji ku pada mu,
harapanmu ingin ku laksanakan

kau adalah ilham pada mereka yang ingin berjaya
Kau terus berjuang demi membawa perubahan
satu impian oh berjuta harapan

Genggaman tanganmu,
semangatku terus membara
janji ku pada mu,
harapanmu ingin ku laksanakan

Satu Malaysia,
kita inspirasi pada dunia Nama kan dijulang,
kita menjadi kebanggaan
Satu wawasan bersama bergandingan..

Genggaman tanganmu,
semangatku terus membara
janji ku pada mu,
harapanmu ingin ku laksanakan

Senyum Kambing

Senyuman membahagiakan baik yang memberi mahupun yang menerima. Orang yang mudah tersenyum, sihat tubuh badan dan seterusnya membentuk karektor yang terpuji. Itu jugalah antara khasiat minum susu kambing dan makan daging kambing, daging yang sihat kerana sifat kambing yang mudah tersenyum

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