Hits+and+Misses

= Hits and Misses =

Below we have started a list of some of the positives - **HITS** - of constructivist theory in the classroom, as well as the problems - **MISSES** - with trying to apply this theory within a learning environment. //**Please feel free to add your own ideas to the HITS and MISSES list...**//

__** HITS **__


 * Emphasis on 'real world', problem-based, complex, relevant learning situations.
 * T eaches children a learning process that empowers them to manage their own learning throughout their life.
 * Increases enjoyment and ownership of learning by engaging in active learning activities and discovery.
 * Takes into consideration the prior knowledge and experiences of each learner, leading to less confusion and frustration.
 * Learners are challenged based on their current individual interests and abilities.
 * Individual assessment before, during, and after learning provides valuable and meaningful scaffolding and feedback.
 * Encourages collaborative learning opportunities - student, peer, teacher, community that extends students understanding and performance beyond their individual capabilities.
 * Self-motivation and regulation, choice, and learner intention e nables learners to be active participants in discovering knowledge.
 * Learners develop deeper understanding and higher order thinking processes..

__** MISSES **__


 * Individualized assessment and planning is time consuming, and yet is a necessary process in order to provide instruction/materials within their ZPD.
 * Novice learners may lack the necessary mental schemes and/or cognitive skills to integrate new learning. Students are not always able to manage their own learning since they may be unable to effectively gather and organize information relevant to their learning goal. Bruner called these learners, “potshotters”.
 * Hands-on and project-based activities may require learners to be physically active but not necessarily actively learning.
 * Even cognitively competent, self-directed learners may struggle without adequate scaffolding and guidance.
 * Constructivism is less effective for tasks where conformity to a single standard is important. For example, if people were allowed to come to their own unique understanding on how much money they owe the government in their income taxes, taxation could be a lot more fun but definitely less efficient.
 * Students may not have access to the knowledge, tools or technology they need to be successful during discovery learning.
 * Teacher’s concerns regarding constructivist practices may dampen their enthusiasm for implementing constructivism in their classrooms.
 * When meeting ministry PLOs time constraints can inhibit the amount of constructivist centred activities that can be tackled. be tackled [[file:FREQUENTLY asked questions about the constructivist classroom.pdf]]