Oct 28 : On the role of the teacher in social constructivist pedagogy

On the role of the teacher in social constructivist pedagogy

One role of the teacher within social constructionist pedagogy is to inspire students by demonstrating high level inquiry-based learning, and communicate a sense of high expectations.

At the start of the course, the teacher can model the style of discussing at a high level:

– reacting to the issues students face

– showing how to bring in expert opinions by referring to applicable academic papers

– applying deductive reasoning to shine the light of inquiry on new problem areas: “if this is true, then we should consider that this other factor may apply to this situation

– resourcing intra-group perspectives by sharing the viewpoints evidenced in other group discussions: e.g. “Phryne has brought up a similar issue, and she thinks that pure eLearning has significant disadvantages compared to blended learning

– recognizing that even the teacher can still realize new truths or react to new perspectives: “That is the first time that someone told me that working through a problem as a group in synchronous chat is like meditation!

The teacher’s model of high-level inquiry can serve as the foundation for the learning community, as a demonstration of preferred practice, and a key element defining the social interaction for the students to build upon.

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