Constructivist Learnign Theory, Problem-Solving and Transfer (week 10)

*Chapter Review*

In this chapter, we learned about Constructivist Learning Theory. This theory was proposed by Jerome Bruner in the 1960's. It consisted of the idea that "meaningful learning occurs when people use existing knowledge schemes and the viewpoints of others to interpret the world around them." The major points behind this theory are as follows:

• Meaningful learning occurs when people actively construct personal knowledge structures.
• A teacher's understanding of a subject can only partially be transferred to a student through direct instruction.
• Most knowledge structures are similar, but are changed from interaction with peers.

Three conditions that support constructivism are as follows:

1. Cognitive apprenticeship between teacher and student
2. The use of realistic learning tasks
3. Exposure to multiple perspectives

In this chapter, we also talked about Problem-Solving and Transfer. A problem exists when a learner has a goal, but does not have a plan to reach that goal. The kinds of problems vary by age and by the individuals, but can usually be solved with using these five steps:

1. Realize problem exist
2. Understand the nature of the problem
3. Compile relevant information
4. Formulate and carry out a solution
5. Evaluate the solution

Transfer of learning occurs when students use previously learned knowledge and apply it to another situation. There are many forms of transfer. See below:

• Positive transfer- A new learning task is similar to a previously learned one, and the student is able to respond similarly.
• Negative transfer- A new learning task is similar to a previously learned one, but calls for a completely different response.
• Zero transfer- The previously learned information is so different from the current situation, that it is no help.

We also learned about specific transfer, and more specifically low-road transfer. This is when you allow the students to use previously learned information in a new task. In general transfer, we talked about high-road transfer. This is when teachers educate the student on forms a plan to solve the problem that can be reconstructed later to solve other problems.

*How Will I Benefit?*

I can benefit from this blog entry specifically when I am facing challenges within my classroom. I can use this as a reference tool and will be able to recognize different approaches as needed. I think that I have already used low-road transfer numerous times in my life, and my partner adn I have used it in our activity for this class.

*This Week in the Discussion Boards*

I was both suprised and happy to see my classmates opinions on different approaches to problem-solving. I think my favorite article was Ashley's. She included that the author wrote that telling your children what to do is not the best idea, rather, tells them how to figure it out. I think that is the whole basis for problem-solving and transfer.

*Question of the Week*

The question for this week is: Find another school district's website outside of your hometown.

Madison, Connecticut -> http://www.madison.k12.ct.us/

Would you want to teach in this particular school district?

Yes.

What makes this school district stand out from others that you found on the Internet?

They have small classrooms and perform well above average on the CT Mastery test.

Are there specific features that this school district has to offer that you hadn't thought of before?

They have numerous resources available to aid teachers. I think this a a great benefit for the teachers there.

Would you ever consider applying for a job at this school district? Why or why not?

Yes, if I lived there. I think CT schools are some of the best in the country.

Based on what we've learned so far in this class, how does this school district measure up?

Very well. It appears as though they are definitely doing something right to have the success of the assessments and the AYP that they do.