A constructionist teacher will find examples of careful and systematic thinking about how children learn that can guide him or her in the classroom. Piaget and Vygotsky (Gredler, 2002) give us solid examples of what children are ready for and at what ages they are most likely to benefit from specific kinds of instruction. Piaget's theories help the constructionist teacher be aware that although children think about what they're doing, they go through cognitive developmental stages. Respecting the types of cognitive thinking a child is likely to use at a given age is another way to teach the child respectfully -- by neither teaching below their abilities or by demanding that they perform as little adults.
Maria Montessori might serve as an excellent role model for such a teacher. Montessori looked at children developmentally (2) and constructed specially-made instructional aids that encouraged children to explore the world carefully and systematically. She also treated the children with respect uncommon for the age, treating learning not as if every lesson were a new and challenging burden, but rather, presenting new information as a precious gift passed on from one generation to the next.
Most recently, Howard Gardner, Ph.D. has developed a framework that fits well with today's schools, environments, and existing curricula. He has formulated a theory of "multiple intelligences," the idea that different children will learn in different ways. He argues that our schools tend to produce students who learn information but don't always know how to apply it in new situations (Shaughnessy, 1994). An example of this might be the high school student who seems to be an excellent reader but who does not really understand what the instructions on a bottle of aspirin say. The ability translate mastered skills into new situations has been under-emphasized,...
Theories The objective of this study is to discuss theoretical foundations for collaboration within the framework of a K-12 educational system within the United States. Included will be two theories for effective parent and family involvement in K-12 learning environments and research of two organizations at the state, local, regional or federal level that supports or organizes parent and family involvement. In addition, this study will discuss how the theories
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