Constructivism is simply a science-based study and observation-based idea of how people learn. He claims that individuals make up their own knowledge and understanding on the planet, through small things and reflecting on all of these experiences. If we find something new, we must reconcile with our previous experiences and ideas, maybe we can change what we think, and perhaps reject the brand new information as irrelevant. In any case, we are active decision-makers in our own way. To do this we need to ask that we evaluate, explore and ask the question.
The constructivist perspective of learning in the classroom can mean many different coaching practices. Probably in the most basic sense, this means that students should be encouraged to work with elaborated techniques (experiments, real problem solving) to provide more information and then focus on and discuss what they are doing and how their understanding changes. The instructor discusses the students' existing ideas and guides the practice to target them and then rely on them.
Constructivist teachers encourage students to consistently evaluate how the practice helps understanding. Students in the constructivist classroom and the questioning of their own strategy become possible "expert students". It is constantly expanding the tools needed to continue learning. With a well-designed classroom atmosphere, students understand the learning mode.
It can be considered to be a spiral. As they continuously reflect their own experiences, students discover their ideas that are increasingly power and complexity and gradually build strong abilities to incorporate new information. Among the primary functions of the teacher this will be the motivation of a variety of reflection and learning processes.
For example: Student groups in the science class talk about a physical issue. Though the "answer" the teacher is familiar with in the question, he focuses on helping students resume their questions in their own precious ways. Each student asks you to focus on and examine your current knowledge. When you find the relevant idea among the students, the mentor seizes it and shows how useful it can be for them. They are developing and experimenting. After the students and the teacher discussed what they discovered and how they helped (or did not help) their comments and / or experiments to better understand the idea.
Contrary to some criticism (conservative / traditional) teachers, constructivism does not reduce active work and the value of an expert teacher. Constructivism modifies the function of assisting teachers in creating expertise, instead of re-creating a number of facts. A constructivist teacher offers tools such as research-based and problem-solving learning activities that students present and evaluate their ideas, draw inferences, draw inferences, and share their knowledge in a learning atmosphere. Students become passive buyers of information as an active participant in the learning process. Students who are trained by the instructors build their knowledge, rather than just copying the textbook or teacher's expertise.
Constructivism is often misunderstood as a learning idea that forces students to "re-invent the wheel". In reality, constructivism has affected and activates students' indigenous curiosity about the planet and how things work. Students do not reinvent the controls, but try to know how it is doing; How It Works. They are interested in using their actual real experiences and knowledge, learning to assume, evaluate their theory, and ultimately draw conclusions from their findings.
The most effective way to know what constructivism and what really involves the classroom is that you have observed good examples at your workplace, talked to other people about it and tried it yourself. As you progress through all parts of the workshop, always think about your mind, or perhaps your thoughts, to show your colleagues.