10 Tips to keep in mind
1. Begin with what the student knows
Constructivists believe that learners build new knowledge from their own experiences (Churchill et al, 2011). Evaluating students' knowledge and competences at the beginning of a course will help structure and enhance learning.
2. Set realistic expectations
When planning lessons, take into consideration students' level of cognitive development (Piaget in Churchill et al, 2011) as well as their abilities to solve problems by themselves or with help (Vygotsky's Zone of Proximal Development, Berk et al., 1995). Planning outside the student's ZPD will result in either boredom or anxiety and poor learning.
3. Develop cooperation among students
Plan time for students to talk about their learning, write about it, link it to past experiences and think how it applies to their daily lives. Group work and peer learning is a meaningful, engaging and attractive experience. In chapter 3 of Churchill et al., (2011) Vygotsky's social constructivist theory promotes learning mediated through social and cultural interactions in which students play active roles. Bandura also points out the importance of observing and modeling behaviours, attitudes, and emotional reactions of others in learning.
4. Keep students engaged and motivated
Motivation and emotion play a role in the retention of information. Long term memory is also influenced by relevancy, novelty and currency of the subjects (Churchill et al., 2011). New technologies - in particular Internet technologies - appeal to students and help them to engaged with subjects. Keep learning active, reflective and collaborative and teaching has to be structured, connected and challenging (PPLE+Module+4).
5. Various material suits various intelligences
Learning style preference affects the speed and depth of a students' learning. Assessing students' preferred learning style using Gardner's multiple intelligence, and appropriate teaching tools (video- audio-, movement, ) will help students recognise their own skills and access learning in a way which is easier for them. Use Bloom's and Gardner's grids to design activities and assessment in order to cover different types of skills and levels of complexity.
6. Be aware of the pressure on students
The type of pressures learners undergo at high school during teenage years are numerous. Be aware of these and help students enhance their self-perceptions especially when these are negative (Krause et al., 2010). Keep in mind possible difficulties that some students may be (or have been) going through at home or in the past as these can affect their social and emotional development and interfere with their learning (discussion in STS Science Tutorial).
7. See that the students basic needs are satisfied
Maslow has set up a hierarchy of five levels of basic needs (Churchill, 2011). People need to satisfied the lowest level of needs before feeling the need to satisfy the level above going through 4 levels before reaching the highest level of need. Learning and students' development would therefore be affected if basic needs are not satisfied. Teachers must recognise a lack of basics needs and look for solutions to improve the situation.
8. Respect everyones culture and background
A child's learning and development is mediated through language and cultural tools. Teaching should be inclusive and culturally appropriate (Vygotsky in Churchill et al., 2011). However, teachers also have a role in helping students surpass their cultural conditioning and become world citizens.
9. Move from simple to complex
Giving students the opportunity to master simple concepts first before applying more complex ones will guide them to higher degree of thinking as defined in Bloom's taxonomy. What one student finds simple, another may find complex. Therefore, offering different level of difficulty when designing tasks and assessments is essential. However, the curriculum always offers the “bottom levels of Blooms' taxonomy” (Remember/Understand/Apply) and teachers must include higher degree of thinking in their teaching (Analyse/Evaluate/Create, from Ed Foundation, Module D, pt 2).
10. Reward learning with praise
A verbal praise, a good grade or a feeling of increased accomplishment improves the chance for students to retain the material or to repeat good behavior. Giving prompt feedback will help them to understand what they know and don't know and how to assess themselves (B.F. Skinner: Operant Conditioning in Churchill et al., 2011).
References:
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Nicholson, P., and Vick, M., 2011, Teaching: Making a Difference, Chapter 3, John Wiley & Sons Australia
Krause, K.L., Bochner, S., Duchesne, S., and McMaugh, A. 2010, “Social, Emotional and Moral Development” Chapter 3 in Educational Psychology for Learning and Teaching 3rd Edition, pg. 98-146, Cengage Learning Pty Limited
Berk, L & Winsler, A. (1995). "Vygotsky: His life and works" and "Vygotsky's approach to development". In Scaffolding children's learning: Vygotsky and early childhood learning. Natl. Assoc for Educ. Of Young Children. pp. 25–34
PPLE+Module+4 : http://ucangraddip.wikispaces.com/PPLE+Module+4
Gardner's multiple intelligence : http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
Bloom's taxonomy : http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy
Ed Foundation, Module D, pt 2 : http://ucangraddip.wikispaces.com/Ed+Foundations+Module+D+pt2
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