Routledge Constructivism in Action: Teaching for Learning

All too frequently we read that employers are singularly unimpressed with the skills set acquired by many pupils leaving formal education. Better problem solving, people skills, teambuilding and independent research skills are needed to survive in the new world of work - perhaps more so than ever, there is pressure on teachers and lecturers to develop autonomous learners. Constructivism in Action sets out a framework for using constructivist ideas and approaches to achieve just this. It examines why we should focus on the learner, the appropriateness of existing pedagogies for the contemporary learner, and how we can progress from ‘deliverer of knowledge’ to designer of environments optimised to meet the learning needs of students. Providing a concise introduction to the characteristics of constructivism that are relevant to teaching and learning it helps teachers and lecturers understand the development of thinking skills, learner autonomy, critical judgement, and working with diversity. Key issues covered include: Creating a climate of trust and safety Understanding students and their current knowledge, feelings and values How constructivist approaches inform curriculum design The kinds of questions that can encourage learning Formative, diagnostic and summative assessment and constructivist-informed student course evaluation Misconceptions and misuses of constructivism Illustrated throughout with examples of constructivism in action, Constructivism in Action offers practical ideas about how to teach in ways that foster the development of learners suited to contemporary culture. It will be a refreshing and informative guide for all those concerned with improving teaching and learning. About the Author Jon Scaife is Lecturer at The University of Sheffield, UK. He is Director of the Educational and Professional Studies course (EPS) in the School of Education´s Initial Teacher Education/ Post Graduate Certificate in Education (PGCE) programme. He teaches and supervises on the PGCE Science programme, on Masters and Doctoral Programmes in Sheffield and in Singapore, and is Co-Director of the University of Sheffield´s postgraduate certificate course in teaching and learning in higher education (PCHE). His particular research interests are in constructivism, learning and the nature of knowledge.