constructivism case study

Questions:

Constructivism Case Study Analysis

1. Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?

A. Two similarities are: they both had to do with measuring, they both were measuring large objects that the children have seen and should have been able to recall.

2 Differences are: the first measurement the teacher provided the way and the measuring tool to use. The second the teacher made the students come up with the way they would measure the boat.

2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.

A. two benefits are: as a group they learned two ways to recall measuring and relating items to learning, one with the yardstick teacher provided and one were the group had to think of ways to recall and compare sizes. They learned from both so they could understand the whole topic and that was why we all need to use the same measurement tool to show size or length. Two drawbacks: one was they time factor it took them 3 to four days of class to understand this topic. Second some were probably still confused because of how many ways of measurement was compared.

Was it worth it: I would say as a learning lesson yes, now there will more thing for the students to relate to and easier to remember and recall when the next time measuring comes up.

3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support your response.

A. critical thinking is: the process of systematically examining available information and coming up with conclusions that are based on evidence. So throughout this activity the students learned critical thinking through brainstorming as a group how they were going to measure their boat and how they would explain to the king their finding by comparing it to something the king knew very well, which that was Zeb. It took them a while but they came to that understanding.

4. Would the constructivist activity be considered an authentic activity? Why or why not?
A. Yes, because the teaching was relevant to their life and outside of the school. They related it to whales, boats, hands, feet, people, which all of relate to their life experiences. This is the definition of authentic activity.