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Constructivist Checklist

The document outlines 18 characteristics of a constructivist teaching approach. It includes that constructivism emphasizes multiple perspectives, student-centered goals and learning, teachers serving as facilitators rather than instructors, metacognition and self-reflection, knowledge construction over reproduction, social and collaborative learning, and authentic real-world assessment. Constructivist teaching aims to consider students' prior knowledge and provide problem-solving opportunities to encourage deep understanding and independent exploration.

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ha nguyen
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882 views

Constructivist Checklist

The document outlines 18 characteristics of a constructivist teaching approach. It includes that constructivism emphasizes multiple perspectives, student-centered goals and learning, teachers serving as facilitators rather than instructors, metacognition and self-reflection, knowledge construction over reproduction, social and collaborative learning, and authentic real-world assessment. Constructivist teaching aims to consider students' prior knowledge and provide problem-solving opportunities to encourage deep understanding and independent exploration.

Uploaded by

ha nguyen
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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A Constructivist Checklist file:///Users/tonymac/Documents/Notre%20Dame/ED%204236%20P...

Go A Constructivist Checklist Page last updated on


Back 7th October 2001

From a web site on Constructivism in teaching by Elizabeth Murphy

NOT NOT
CHARACTERISTIC SUPPORTED
SUPPORTED OBSERVED
1 Multiple perspectives and
representations of concepts
and content are presented and
encouraged.
2 Goals and objectives are
derived by the student or in
negotiation with the teacher or
system.
3 Teachers serve in the role of
guides, monitors, coaches,
tutors and facilitators.
4 Activities, opportunities, tools
and environments are
provided to encourage
metacognition, self-analysis
-regulation, -reflection &
-awareness.
5 The student plays a central
role in mediating and
controlling learning.
6 Learning situations,
environments, skills, content
and tasks are relevant,
realistic, authentic and
represent the natural
complexities of the 'real world'.
7 Knowledge construction and
not reproduction is
emphasized
8 This construction takes place
in individual contexts and
through social negotiation,
collaboration and experience.
9 The learner's previous
knowledge constructions,
beliefs and attitudes are
considered in the knowledge
construction process.

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A Constructivist Checklist file:///Users/tonymac/Documents/Notre%20Dame/ED%204236%20P...

10 Problem solving higher-order


thinking skills and deep
understanding are
emphasized.
11 Consideration of errors
provides the opportunity for
insight into students' previous
knowledge constructions.
12 Exploration is a favoured
approach in order to
encourage students to seek
knowledge independently and
to manage the pursuit of their
goals.
13 Learners are provided with the
opportunity for apprenticeship
learning in which there is an
increasing complexity of tasks,
skills and knowledge
acquisition.
14 Knowledge complexity is
reflected in an emphasis on
conceptual interrelatedness
and interdisciplinary learning.
15 Collaborative and cooperative
learning are favoured in order
to expose the learner to
alternative viewpoints.
16 Scaffolding is facilitated to
help students perform just
beyond the limits of their
ability.
17 Assessment is authentic and
interwoven with teaching.
18 Primary sources of data are
used in order to ensure
authenticity and real-world
complexity.

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