CONSTRUCTIVISM

The theory of constructivism addresses the reconstruction or restructure of the learning experience that occurs in our learning institutions, whether at the early childhood or college level. In the work of early childhood education, this theory would be called a "child centered" approach,because it supports the idea that children learn best in a real world context and the best early childhood educators let the child's interest and ideas drive the learning experience.

This "child centered" approach is just as relative in adult learners. All learners come to the classroom or learning environment with different backgrouds, perspectives and interpretations of reality. Constructivism builds on a learners knowledge from their past experiences, mental structures and beliefs. We are all different and look at the world through our own set of blinders. If an educator understands that "We don't describe the world we see; we see the world we can describe." they can create a learning environment that benefits both individuals and groups.

There are five tenents of Constructivism: 1. Constructivist educators or facilitators seek and value the student's perspective. Lessons are formatted based on students needs and interests. 2. Suppositions that are presented by students are utilized to create challenges for students. When students are asked what they think about a topic, students can confront their own suppositions and create a stronger foundation for their learning. 3. Constructivist educators and facilitators present an effective curriculum when it is designed based relavancy to the students beliefs and understandings. 4. Lessons are structured around big ideas rather than small bits of information. If learners are presented with information as a whole first and then learn details based on understanding of the whole they are more likely to retain what is offered. 5. Assessment is used regularly with daily lessons. Students are expected to demonstrate their knowledge gained every day in a a variety of ways.

Brooks and Brooks offer a comparision between the Traditional Classroom and a Constructivist Classroom

How This Pertains to My Classroom:
 * ===> //**Traditional Classroom**//=== || ===**//Constructivist Classroom//**=== ||
 * > Student primarily work alone. || > Students primarily work in groups. ||
 * > Curriculum is presented part to whole, with emphasis on basic skills.(bottom - up) || > Curriculum is presented whole to part with emphasis on the big concept.(top - down) ||
 * > Strict adherence to a fixed curriculum is highly valued. || > Pursuit of student questions is highly valued. ||
 * > Curricular activities rely heavily on textbooks of data and manipulative materials. || > Curricular activities rely heavily on primary sources. ||
 * > Students are viewed as "blank slates" onto which information is etched by the teacher. || > Students are viewed as thinkers with emerging theories about the world. ||
 * > Teachers generally behave in a didactic manner, disseminating information to students. || > Teachers generally behave in an interactive manner mediating the environment for students. ||
 * > Teachers seek the correct answers to validate student lessons. || > Teachers seek the student's point of view in order to understand student learning for use in subsequent conceptions. ||
 * > Assessment of student learning is viewed as separate from teaching and occurs almost entirely through testing. || > Assessment of student learning is interwoven with teaching and occurs through teacher observation of students at work and through exhibitions and protfolios. ||

My students are primarily Culinary students who are either enrolled in or on the waiting list the Chef training program. Most of them have a strong interest in food. The Constructivist theory could assist with designing a curriculm that honors where the students interest lies and could build on what they each bring to the classroom. I try and do a survey on the first day of class that asks about previous experience with food, cooking and nutrition and asks what they hope to get out of the class. At that time, I ask them to think about a food memory from their past and how that has influenced them to want to become a chef. During that time, I am hopefully ascertaining some info on what their perspective is and how to structure my class to peak their interest.

The theory could assist by utilizing the tenent # 4 of using big ideas rather that small bits of information. Nutrition is a science based subject.. There are a multitude of small bits of info to memorize. I have found that this where my students struggle the most. I plan to reverse my lessons and have them cook something, research the nutrients in the food cooked and then learn the small bits of information about the particular category of food with some relevance.

In conclusion, Constructivism is based on the teacher being a facilitator guiding the learning experience that motivate students to learn by building from life's experiences. It sees learning as not a linear experience, but one that helps us to make sense of what we learned from our own point of view. It becomes up to the learner to "own" the building of new ideas and concepts, to truly learn.