In this assignment you are to respond to the following discussion board post in 2 – 3 strong paragraphs. Originality verification must be less than 19%. Discussion board post: Humans understand how the world works based on their previous experiences and what they have learned about the world. For instance, a child who has mastered addition and subtraction believes all is right in their world regarding mathematics. For that moment, the child is in equilibrium. The teacher then introduces the idea of multiplication, hopefully by providing an example of when multiplying is useful in a way that is relevant to the child. When the child realizes there is more to learn or they do not have the information they need to solve a problem, they enter a state of disequilibrium (Driscoll, 2016). They notice a gap in their knowledge and need to determine how to fill the gap to get back to equilibrium. This knowledge gap can be caused by any circumstance when the learner realizes there is something they do not yet know (Driscoll, 2016). Realizing the lack of knowledge can inspire a moment of learning, when the learner has the motivation to figure out the solution to the problem at hand. This often happens in a classroom setting, where the teacher can introduce a problem to be solved (Driscoll, 2016). It also happens in daily life beyond the classroom. For instance, I needed to take my car for an emissions test but it had been years since I had done this task. With only vague memories of the last time, I set out to fill the gap in my knowledge by visiting the emissions test company’s website and reading through the FAQs. I also used a maps website to look up the closest location from where I was picking up the car, and then later used GPS to guide me there. These tools helped me fill each gap in my knowledge that arose as I completed the chore. In the constructivist classroom, the teacher is more negotiator than authority (University at Buffalo Center for Educational Innovation (CEI), n.d.), working with the learner to meet the learning objectives. The goal is to provide problems for the learner to solve that will inspire inquiry (WNET Education, n.d.), where the learners determine their own questions about the problem and how to answer those questions. Telling the learners what they need to learn about can provide a framework to work towards (Driscoll, 2016). For instance, when the curriculum calls for mastery of addition and subtraction, the teacher could provide a shopping activity where students use their math skills to determine costs when purchasing products from each other. The teacher’s challenge is selecting activities and guiding students so they will choose to learn the topics that the prescribed curriculum and objectives call for. The teacher must encourage the students to create artifacts that can be assessed to demonstrate the objectives have been met. The teacher can also observe the process of learning as part of the assessment (CEI, n.d.). Since the goal is to provide experiences that will facilitate learning the desired skills and knowledge (CEI, n.d.), it is possible to both follow a curriculum and allow students to construct their own learning experience. It may require the instructor develop broader opportunities rather than dictating a learning path, and they may need to negotiate opportunities for the learner to demonstrate learning. However, the overall effect can be more meaningful since the learner is personally invested in what they are learning and how. References Driscoll, M. P. (2016). Psychology of learning for instruction [American Intercontinental University]. https://aiu.vitalsource.com/#/books/9781323397329/ University at Buffalo Center for Educational Innovation (CEI). (n.d.). Constructivism. http://www.buffalo.edu/ubcei/enhance/learning/constructivism.html WNET Education. (n.d.). Workshop: Constructivism as a paradigm for teaching and learning. https://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html
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