In Constuctivist classrooms, students are encouraged to construct deep understandings of important concepts (Brooks, 1993). Like whole language, Constructivist curriculum is presented as a whole first, then the details are worked out after the underlying concepts have been learned. Like Afferent/ aesthetic and Reader Response techniques, students are encouraged to ask questions and give their opinions. .
The Constructivist classroom is centered on "real world", tangible, activities which the students can apply to their own lives. Students just don't "do", they think also. Student assessment, like Diagnostic Teaching, is an ongoing process which uses non-traditional evaluations such as portfolios and student exhibitions (publishing). There is a heavy emphasis on student involvement and group processing also (Brooks, 1993; Richardson, 1997).
Jean Piaget was one of the main proponents of converting theory into practice in the classroom (Fosnot, 1996). "Constructivism is a theory about knowledge and learning;.
I and E 4.
it describes both what "knowing" is and how one "comes to know"(Fosnot, 1996). Education is seen as both experience and knowledge based with ones" own personal psychological orientations; sometimes in conflict with "insight". In other words, students are expected to adapt to situations based on their knowledge- that what they have done previously is not working, or could work better. Frequent self assessment (insight is a prerequisite) keeps the students on track (Richardson, 1997).
The classroom is seen as a microcosm of the real world, a place where students can practice what they have learned in a supportive, positive environment. Interaction with one's surroundings and growth are both emphasized" (Kafai, 1996). Whereas most theories describe knowledge acquisition in purely cognitive terms, Constructionism sees an important role for affect,.