[etni] Constructivism
- From: "David R. Herz" <drh16@xxxxxxxxxxx>
- To: <etni@xxxxxxxxxxxxx>
- Date: Thu, 18 Jun 2009 08:45:39 +0300
As the topic was brought up a few days ago and I happen to be reading a book
on the subject as well, I popped over to see what Wikipedia has to say about
the topic and relate the following from its article:
Jonassen (1997) also proposed well-designed, well-structured learning
environments provide scaffolding for problem-solving. Finally both Sweller
and Jonassen support problem-solving scenarios for more advanced learners
(Jonassen, 1997; Kalyuga, Ayres, Chandler, and Sweller, 2003).
Sweller and his associates even suggest well-structured learning
environments, like those provided by worked examples, are not effective for
those with more experience-this was later described as the "expertise
reversal effect" (Kalyuga et al., 2003). Cognitive load theorists suggest
worked examples initially, with a gradual introduction of problem solving
scenarios; this is described as the "guidance fading effect" (Renkl,
Atkinson, Maier, and Staley, 2002; Sweller, 2003). Each of these ideas
provides more evidence for Anderson's ACT-R framework (Clark & Elen,
2006)[19]
<http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29#cite_note
-18> . This ACT-R <http://en.wikipedia.org/wiki/ACT-R> framework suggests
learning can begin with studying examples.
So that related, I am wondering at what stage in your English teaching
programs are you finding that you are introducing problem solving scenarios
and what is the earliest age at which teachers feel they have been
successful doing this? Also how did you do it, and how do you structure
your constructivist classrooms so as to have the least friction with your
administrations?
Yours truly,
David R. Herz
drherz@xxxxxxxxxxxxxxxxxxx
www.educatingisrael.com
Bet Rimon
052-579-1859
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