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Constructivism theory in education
Constructivism theory in education
Constructivism theory in education
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Writing is an important skill that allows participation in society, and ability to express oneself meaningfully. In saying this, there are various ways to teach writing, and they all have their place. It is important to teach children to learn how to write as it covers all areas of the curriculum, and enables them to express themselves and be assessed in various ways. Learning how to write involves expressing ideas through various textual means, attention to editing, and attention to text structure (Seely Flint, Kitson, Lowe, & Shaw, 2014). Effective teachers will make decisions on how they teach writing based on students needs. The effective teaching and learning of writing through the linking of theories such as behaviorism, constructivism, and sociolinguistics to classroom practice will be discussed, along with a balanced approach, and the importance of writing itself.
The theory of behaviourism is teacher-centred and delves into the teaching and learning of writing through skills-based development. Skinner (as cited in Ertmer & Newby, 2013) states it is a theory based on learning that changes based on consequences and observable behaviour, and instruction is based around presentation and practise of desired targets. Relating to this theory, a model for literacy development is called the skills-based model. This model is based on schooling practises that are competitive, uniform, and efficient, and aim at providing students with skills when the enter the workforce (Seely Flint et al., 2014). Students can master these skills by practising-orientated activities (usually independently) where they build on their previous skills (Tompkins, Campbell, & Green, 2012). A classroom example of how behaviourist theory links to classroom p...
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Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, N.S.W.:Pearson Australia.
National Council of Teachers of English. (2014). NCTE Beliefs about the Teaching of Writing. Retrieved from http://www.ncte.org/governance/writing
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: pedagogies for engagement. Milton, QLD: John Wiley & Sons Australia
Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st century: A balanced approach. Frenchs Forest, NSW: Pearson Australia.
University of Kentucky. (2010). Philosphical insights from Lev Vygotsky. Retrieved from http://www.uky.edu/~eushe2/quotations/vygotsky.html
University of Missouri. (2011). What Makes Writing So Important? Retrieved from http://www.marquette.edu/wac/WhatMakesWritingSoImportant.shtml
In “Writing to Learn: Writing across the Disciplines,” Anne J. Herrington finds different sources stating that writing is to be taken serious. Janet Emig says, "writing represents a unique mode of learning-not merely valuable, not merely special, but unique” (1) meaning that writing is far more essential than we ought to make it seem. Anne Herrington wants educators teaching in economics, history, chemistry or any other subject to guide their students into understanding why progressing their writing skills will be more helpful to them. At the end of the day, it all comes down to the educator; whether he/she wants their students to use writing as a way for students to adapt to different disciplines.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Jones-Kavalier, B. R., & Flannigan, S. I. (2008). Connecting the digital dots: Literacy of the 21st
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Writing can be a very difficult process for those who do not know how to go about constructing
Castell, Suzanne De, et al., eds. Literacy, Society, and Schooling. New York: Press Syndicate, 1986.
Pinto, L., Boler, M., & Norris, T. (2007). Literacy is Just Reading and Writing, isn't it? The Ontario Secondary School Literacy Test and Its Press Coverage. Policy Futures in Education, 5(1), 84-99.
Government policy and statistics highlight the importance of providing future generations with strong literacy foundations through effective teaching. The Australian Bureau of Statistics (2006) published data which indicated that almost half the Australian population scored on the lowest skill level of literacy. Additionally the Organisation for Economic Co-operation and Development (2013) found lower proficiency levels of literacy contributed to socio-economic disadvantage. To address these issues in 2007 the Australian Government focused on creating an education revolution which produced initiatives to increase literacy levels (Seely Flint, Kitson, Lowe, & Shaw, 2014), these include National Literacy Week (Australian Government, n.d.a), teacher support in the form of Effective Practices in Literacy (Australian Government, n.d.b) ...
Literacy is defined as “the ability to use available symbol systems that are fundamental to learning and teaching for the purposes of comprehending and composing, for the purposes of making and communicating meaning and knowledge” (Stock, 2012), and it is one of the most essential skills that an early year student will learn. Literacy serves to provide the building blocks for the continued knowledge acquisition and general education of individuals of all ages; by working to understand and identify how and why literacy is taught using the structured literacy block format in Australian schools, and in identifying the benefits of utilizing this type of tool for teaching literacy in student’s early years, it will be possible to gain a better understanding of the organization, planning, and teaching approaches that are used in a literacy block approach. A sample standard literacy block will be provided, offering the means of understanding the applications of the tool, which will serve to further stress the necessity of this tool’s usage.
Gunning, Thomas, G. (2013). Creating Literacy Instruction for All Students. (8th ed.). Boston, MA: Pearson Education, Inc.
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of