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In today 's world learning at school requires students to pay attention, to observe, to memorize, to understand, to set goals and to assume responsibility for their own learning. These cognitive activities are only possible with active involvement and engagement of the learner. It is challenge for teachers to create such learning environment that encourage the active involvement of students. For this teacher has to move form traditional classroom to constructivist classroom. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically acquiring knowledge from the teacher or the textbook. Students become engaged by applying their existing knowledge and real world experience, learning to hypothesize, testing their theories and ultimately drawing conclusions from their findings. Here in this paper presenter tried to show the difference between traditional classroom and constructive classroom and focus on "Constructive Learning Design " which is based on six elements: Situation, Groupings, Bridge, Questions, Exhibit, and Reflections.
Constructivism, Situation, Groupings, Bridge, Questions, Exhibit, and Reflections.
These arc the students' reflections of what they thought about while explaining the situation and then saw the exhibits from others. They would include what students remember from their thought process about feelings in their spirit, images in their imagination, and languages in their internal dialogue. are asked to actively construct their own knowledge by making meaning out of the situation by themselves with support and guidance from the teacher. Teachers organize the situation and then provide encouragement and questions to groups of students who are trying to construct and to display their own explanations. For example, composition teachers might ask students to construct the simplest sentences and compare structures, literature teachers might ask students to explain the motives of a character, art teachers might ask students to transform clay with their hands without looking at it, music teachers might ask students to identify rhythms in a piece of music using their own annotations. The constructivist approach can be adapted to any subject area or curriculum by involving students as active participants in making meaning instead of passive recipients of information given to them by the teacher. This approach can be incorporated into 45 or 50 minute class periods to teach a particular concept, skill, or attitude. Constructivism and Holistic Development of Children In Constructivist approach children learn more, and enjoy learning more when they are actively involved, rather than passive listeners and education works best when it concentrates on thinking and understanding. Holistic development of child does not depend on rote memorization. Constructivism concentrates on learning how to think and understand that is why constructivist learning is considered as transferable. In constructivist classrooms, students create organizing principles that they can take with them to other learning settings. Activate Constructivism gives students ownership of what Brookficld. Stephen. (1986) Understanding and facilitating adult learning. San Francisco: Jossey-Bass. Cooper. Joanne. (1991). Telling our own stories: The reading and writing of journals or diaries. In Stones Lives Tell. (eds. Witherell. C. & Noddings. N.) New York: Teachers College Press Duckworth. Eleanor (1987) The having of wonderful ideas. New York: Teachers College Press Gagne, Robert. (1970). The conditions of learning. New York: Holt. Rinehait, and Winston.. (Jeorge. C. (2006). Encyclopaedia of Education. New Delhi. Anmol Publication pvt. Ltd Hunter. Madeline. (1982). Mastery Learning. LI Segundo. CA: TIP Publications Johnson. David and Johnson, Roger. (1975). I .earning together and alone Englewood Cliffs, NJ: Prentice Hall Schmuck. Richard. & Schmuck, PaL (1988). Group processes in the classroom. Dubuque, IA: W. C. Brown. Schon. David. (1987). Educating the reflective praciitioncr. San Francisco: Jossey Bass. Sizer. Theodore. (1992). Horace's school: redesigning the American high school Boston: Houghton Mifflin Slavin, R. E. (1980) Cooperative learning. Review of educational research, 50.317-343. Steffe. Leslie P. & D Ambrosio, Beatnz S. (1995). Toward a working model of constructivist teaching: A reaction to Simon. Journal lor Research m Mathematics liducation. 26, 146-159.