This week you have read about the constructivist and pedagogical approaches for classroom instruction.  Whether one is a pre-service or in-service teacher, each individual has a personal philosophy of education.

In your paper,  

• • Reflect upon the readings about constructivist approaches. In two to three paragraphs, compare and contrast these approaches with your own philosophy of education and teaching.
  • Define learning, as related to K-8 students. 
  • Explain why constructivist learning leads to higher outcomes for students. 
  • As related to the readings, explain why this practice is effective in a constructivist classroom. 

  • Part B 

    Provide a complete lesson plan for one content-area lesson using the constructivist approach to learning. For the lesson plan template,

    • • Log into the UoPeople library and go to LIRN. Click on Access to Library and Information Resource Network, go to Education and click on EBook Central. Search for the complete name of the book (Constructivist learning design: Key questions for teaching to standards).
      • Refer to p. 5 (p. 32, Table 1.1 Constructivist Learning Design Template).

    While designing a lesson plan using the constructivist approach, start by asking yourself,

    • • How do I want my students to be able to apply this knowledge? Think about real-world or career-based applications.  
      • Include at least two scholarly references within the lesson plan
      • Cite at least two course readings and two outside resources (at least four total)
      • he paper must be double-spaced using 12 point Times New Roman font. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used, refer to the UoPeople APA Tutorials in the LRC for help with APA citations.
      • Rubic 
      • Compares and contrasts constructivist approaches with personal philosophy -Analysis and reflection of practices show a mastery of instructional practices. Research is woven throughout and strengthens the writing
      • Shares instructional practice that are or would be most effective –  Shares constructivist practice using a complete lesson plan and analyzes why it is effective s to share a practice
      • Defines learning as related to K-8 students – Provides a complete definition of learning as related to K-8 and provides a short assessment strategy
      • Attached lesson plan displays elements of Constructivist Learning Design (CLD) -Lesson plan uses CLD, applies constructivist approach, and includes references used 
      • Written communication No syntax, spelling or grammatical errors making the paper very easy to read
      • APA formatting Accurately uses APA formatting consistently throughout the paper,including title and reference pages
      •  Readings

      • Bloom’s Taxonomy
        

        Lombardi, P. (2021). Instructional methods, strategies and technologies to meet the needs of all learners. LibreTexts. Licensed under CC BY-NC-SA 4.0

        • Chapter 8 provides the history, evolution, and application of Bloom’s taxonomy related to the constructivist classroom.

        Constructivist Learning Design
        

        Gagnon, G. W. Jr., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.
        

        • Access through LIRN.
        • You will use this reading assignment to design your written assignments throughout this course.
        • Read pp. 1-27 (“Introduction: Learning Design”)

        Higher-Order Thinking Skills (HOTS)

      • 
        Cox, J. (2019, October 16). Teaching strategies that enhance higher-order thinking. TeachHub.com. 
        
        • TeachHub provides teaching strategies that will develop higher-order thinking skills in your learn

        Introduction to Active Learning
        
        Brame, C. J. (2016). Active learning.  Vanderbilt University Center for Teaching. 
        

        • Brame provides the theoretical basis for active-learning strategies and how teachers can incorporate them into learning opportunities
        Learning Theories in Constructivism
        

        King, F. J., Goodson, L., & Rohani, F. (2016). Higher order thinking skills: Definition, teaching strategies, assessment. Center for Advancement of Learning and Assessment. 

        • Read pp. 1-18
        • This section offers definitions and explanations of major concepts involved in higher-order thinking.
        • • This section offers definitions and explanations of major concepts involved in higher-order thinking.

          Video
          

          PHILO-notes. (2020, September 1). What is constructivism? [Video]. YouTube. 

          • This video offers background information on and application of constructivist teaching using dual-coding theory.

          • Optional Resources
            

            Learning theory: Constructivist approach. (n.d.) The StateUniversity.com Education Encyclopedia. 

            • This website provides a detailed explanation of constructivist learning theories and their application in constructivist curriculum.

            Lombardi, P. (2021). Instructional methods, strategies and technologies to meet the needs of all learners. LibreTexts. Licensed under CC BY-NC-SA 4.0
            

            • Chapter 9 discusses the theory behind higher-order questioning and provides guidance on effective questioning techniques.

            McLeod, S. A. (2019, July 17). Constructivism as a theory for teaching and learning. Simply Psychology. 

            • This resource provides an overview of cognitive, social, and radical constructivism and their applications in learning.

            National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. 

            • Read pp. 21-33.
            • The reading assignment discusses how a learner’s context and culture influences how and what they learn.

            Ways to integrate higher order thinking skills into primary and secondary education. (n.d). Pearson. 
            

            • This pdf provides suggestions for incorporating higher-order thinking skills into content-area learning.