Reflection for Module 6 B
It is not hard to learn more. What is hard, is to unlearn when you discover yourself wrong. – Martin H. Fischer
I realized that unlearning is quite difficult and that’s the very reason why I’m here in EDS 103. I went to a school who adhered to the traditional teacher centered curriculum. The teachers talked for hours and students listened but their minds wander off into every imaginable place they could be. Lectures are marathon because there is too much to learn in a short period of time. The curriculum content is tightly packed and class schedule is exhausting. The burden to students is too much such that many decided to leave school in the middle of the semester. The fact is that everybody seems to have accepted the idea that medical school is “survival of the fittest” and nobody questioned this malady. However, a few of us felt that this is not how it’s supposed to be. Unfortunately, when I joined the teaching force, I got absorbed into this system. For some time, I’m actively involved in teaching while my students are in a passive and receptive mode, most often left alone during class activities and collaboration is never encouraged.
While engrossed in the different theories of learning, I came to question myself what ideology and practice should I follow? Taking on my experiences as a student, I found my interest in constructivism. So, I decided to be a constructivist teacher. For a starter, I think that it’s important for me to stand by the constructivist principle as stated by Gray, A. “that constructivist’s teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information”. With this in hand, the next concern would be for me to know the characteristics of constructivist teaching. Still according to Gray, the characteristics of a constructivist classroom are as follows: (1) the learners are actively involved, (2) the environment is democratic, (3) the activities are interactive and student-centered and (4) the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous. But the most important question is “what will be my role as the constructivist teacher?” For years, I take the center stage and in control of the learning environment. Expectedly, there will be shifting of roles. Learning will now be focused on how my students will actively construct knowledge out of their experiences while I take the supporting role. David Jonassen identified three major roles for constructivists teachers in a constructivist learning environment: (1) modeling, (2) coaching, (3) scaffolding. As the more knowledgeable other or MKO, I will now facilitate learning and acquisition of mastery of skills to prompt learners to reach their desired level of potential. It may take more work as scaffolding is adjusted to individual learner’s need and withdrawn once targeted level of competence is achieved. I will also be the model and demonstrate new concepts while my students learn by observing. I will also guide and support specific learning needs of my students as their coach. As Jim Henson put it in his book, It’s Not Easy Being Green: And Other Things to Consider, “[Kids] don’t remember what you try to teach them. They remember what you are.”
I can see that my role as constructivist teacher will be more challenging in the years to come. I also know that it would take more than just knowing about the principles of constructivism to put it into action so I intend to take it slowly and surely.
References: https://www.goodreads.com/quotes/tag/teaching ccti.colfinder.org/sites/default/files/constructivist_teaching_methods.pdf
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