|
Constructivists
vs. Directed |
| Constructivists |
Similarities |
Directed |
| humans construct
knowledge in their minds by participating in certain experiences |
conditions of learning |
learning happens when
knowledge is transmitted to and acquired by learners |
| learning happens when
one constructs both mechanisms for learning |
based on work of
respected learning theorists |
individual pacing and
remediation, especially when teacher time is limited |
| learning happens through
unique version of knowledge, colored by background, experiences, and
aptitudes |
useful to teachers in
addressing commonly recognized instructional and educational problems |
making learning paths
more efficient, especially for instruction in skills that are prerequisite
to higher-level skills |
| making skills more
relevant to student's backgrounds and experiences by anchoring learning
tasks in meaningful, authentic, highly visual situations |
|
performing
time-consuming and labor-intensive tasks, freeing teaching time for other,
more complex student needs |
| addressing motivation
problems through interactive activities in which students must play active
rather than passive roles |
|
supplying
self-instructional sequences, especially when teachers are not available ,
teacher time for structured review is limited, and/or students are already
highly motivated |
| teaching students how to
work together to solve problems through group-based, cooperative learning
activities |
|
focus on teaching
sequences of skills and begin with lower-level skills that build to
higher-level skills |
| emphasizing engaging,
motivational activities that require higher-level skills and prerequisite
lower-level skills at the same time |
|
clearly state skill
objectives with test items matched to them |
| focus on learning
through posing problems, exploring possible answers, and developing
products and presentations |
|
stress more individual
work than group work |
| pursue global goals that
specify general abilities such as problems solving research skills |
|
emphasize traditional
teaching and assessment methods: lectures, skill worksheets,
activities and tests with specific expected responses |
| stress more group work
than individualized work |
|
|
| emphasize alternative learning
and assessment methods: exploration of open-ended questions and
scenarios, doing research and developing products; assessment by student
portfolios, performance checklists, and tests with open-ended questions;
and descriptive narratives written by teachers |
|
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