 |
 |
| 1 |
Very. This is the
way where true learning occurs. |
| 2 |
Constructivity
Learning is an essential aim to reach towards. But is not a
solution in its own right. Meaning, to place a constructivist
approach with learners who are not ready for it, is dangerous,
like giving a chainsaw to untrained people. We just need to
help them move towards the constructivist methodology. A bit
ironic in it's own right, help people move to constuctivist
approaches. But putting people out to faily is also not an
option. So yes, use it, but be aware of where your learners
are at. |
| 3 |
I believe strongly
in contructivist learning approaches for all learners but
particularly with those who have failed in formal schooling.
Student centredness is embedded in the way I teach. I choose
to present material which is open-ended, has multiple
perspectives of content or concept but has enough framework to
ensure learners don't get lost. I react to learners' needs and
negotiate a learning plan, provide an environemnt which allows
errors to be a tool for learning and understanding and gives
control to the learner. |
| 4 |
Very highly.
I've found it to be exceptionally engaging as the
moderator manoeuvres the common-sense and informed viewpoints
of participants towards shared learning.
This strategy
results in:
1. involvement
2. value-adding
3.
recognition and worth
4. motivation
5. extension
beyond one's current boundaries. |
| 5 |
I like the method
and try to use it within all my lessons, my approach is to try
and have students particularly in CAD to think about what they
are doing and why. |
| 6 |
Heuristic styles
of education tend to more deeply embed knowledge as the brain
has to do more. (Rather than just soak it up from a lecture).
So I suppose I find the constructivist approach valid.
|
| 7 |
Very high. It is a
particularly useful teaching method for ESL learners. In the
past I have encouraged the students to set their own
individual goals in learning English. Constructivism allows
the students to explore and create their own learning to
achieve those goals. It is a very student centred approach and
more satisfying for the students. At the same time valuing and
recognising the skills and experineces that each student
brings to the classroom. |
| 8 |
I rate
constructivism highly but I use this approach in conjunction
with some other methodologies. |
| 9 |
pretty high
|
| 10 |
middle of the road
|
| 11 |
Highly
|
| 12 |
I think the
concept is exciting and the way of the future. At the moment
with the courses/students I have I don't have the freedom to
take students through a completely constructivist model but
whenever possible I use constructivism to achieve some course
outcomes. |
| 13 |
I try to use it
with all my teaching.
The self paced, competency based
methodology we have been using for years encourages
constructivism. |
| 14 |
As I like offering
alternative approaches to learning to cater for varying
learning styles I feel that constructivist approaches are an
excellent alternative for some learners. |
| 15 |
very highly
|
| 16 |
I think it is a
great way of teaching but relies on the creativity and
involvement of the students. |
| 17 |
I value them very
highly, as learners can be more actively involved and learning
is at a greater depth and remembered longer. |
| 18 |
I think this is an
extermely important part of learning. It encompasses the
theory and practical approach, it taps into personal
creativity or ideas and passions. Alalows people to achieve at
their own development pace |
| 19 |
After reading an
article from Debono on proactive and reactive teaching I have
become a big fan. I believe constructivism is probably the
same thing |
| 20 |
I believe that it
provides a strong basis for skills based and action learning
|
| 21 |
very highly
|
| 22 |
I believe in the
idea of constructivism however I think that for it to be
successful, one needs to be highly motivated eg the student
really, really wants the module; finds the content really
really interesting and fun to do;engages with other
participants.
I don't want to sound pessimistic, however
the course took a huge amount of time [certainly more than I
allow for it]and I felt that I could have done heaps more.
Because of other factors, I really had to push myself to keep
up and in the end just fell over the line!
|
| 23 |
Although this is a
more difficult way to teach I think it is very valuable way of
teaching, particularly if the content is based around
discussion instead of practical skills which are black and
white in application. |
