Reflections on Practice: Classroom Observations.Report as inadecuate




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Student disengagement and overuse of direct instruction can result in lack of student motivation. This paper reflects on the practice of 4th and 5th grade teachers at a suburban elementary school that includes diverse, mainly low- and middle-income students. Because of the diversity, motivation has been very important to the school. The paper argues that characteristics of the constructivist approach to teaching and learning can foster student motivation, relating basic constructivist principles that can be applied to engaging students in intrinsic, self-motivating learning. The first section focuses on the basic concept of constructivism, which is that student learning is self-constructed, with knowledge created by the student. The second section looks at two views of constructivism (radical constructivism and social constructivism). The third section examines the relationship between constructivism and technology, explaining that social constructivism uses technology as a tool in the classroom. Technology provides students with almost unlimited access to information that they need in order to do research and test their ideas. It also facilitates their communication, cooperation, and self-reliance. This section describes the school's use of Webquest, an inquiry-oriented Web site, in order to combine constructivism and technology. (SM)

Descriptors: Computer Uses in Education, Constructivism (Learning), Diversity (Student), Educational Technology, Elementary School Students, Intermediate Grades, Internet, Student Motivation











Author: AL-Bataineh, Adel; David, Laura; Hamann, Steven; Wiegel, Laura

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9795&id=ED454229







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