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    Directed instruction is based on behaviorist theories that learning is transmitted knowledge and should be teacher-directed and standardized. Constructivist instruction is based on the idea that knowledge is constructed by students through hands-on activities and showing learning in various ways, not just tests. Both perspectives have contributed to improving education, though they differ in their definitions of learning.

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    Exercise - 1

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    Directed instruction is based on behaviorist theories that learning is transmitted knowledge and should be teacher-directed and standardized. Constructivist instruction is based on the idea that knowledge is constructed by students through hands-on activities and showing learning in various ways, not just tests. Both perspectives have contributed to improving education, though they differ in their definitions of learning.

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    Directed instruction is based on behaviorist theories that learning is transmitted knowledge and should be teacher-directed and standardized. Constructivist instruction is based on the idea that knowledge is constructed by students through hands-on activities and showing learning in various ways, not just tests. Both perspectives have contributed to improving education, though they differ in their definitions of learning.

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    32 views3 pages

    Exercise - 1

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    Directed instruction is based on behaviorist theories that learning is transmitted knowledge and should be teacher-directed and standardized. Constructivist instruction is based on the idea that knowledge is constructed by students through hands-on activities and showing learning in various ways, not just tests. Both perspectives have contributed to improving education, though they differ in their definitions of learning.

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    of 3

    STUDENT: MOYAHABO ELIZABETH MOKOENA

    MODULE : CTM 710

    STUDENT NUMBER : 28584903

    EXERCISE 1

    SUBMISSION DATE: 25 MARCH 2009

    1
    EXERCISE 1

    BRIEFLY DISCUSS THE FOUNDATIONS OF DIRECTED AND


    CONSTRUCTIVIST INSTRUCTION

    INTRODUCTION

    The evolution of the educational practice has over the years been influenced greatly by
    the views of different theorists. Education or teaching as a social practice could not
    have been developed without considering how its impact affected or benefited the
    individual learners it was meant for .The perspectives of both behaviorist and
    constructivist theorists confirm this above mentioned statement. When one looks at
    their arguments, one notices that learners or students feature right at the centre of their
    arguments.

    FOUNDATIONS OF DIRECTED INSTRUCTION

    The main proponents of this perspective are among others the following, Skinner,
    Atkinson, Shiffrin, Robert Cagne and Ivan Pavlov. They based their arguments on
    behaviorist theories that maintain the following:

    1. That learning is transmitted knowledge! Teaching should be directed, systematic,


    and structured.
    2. That students should all pass the same tests, standardization means accountability.
    3. Learning has to be teacher directed. (Roblyer, 2006:p37)

    Their ideas have over the years translated into teaching methods, technology
    integration strategies and assessment methods that are aligned to the thinking above.
    One can quote for example the use of applications like drill and practice as well as
    tutorials. The above techniques are very teacher-directed and structured to qualify
    under directed instruction.

    FOUNDATIONS OF CONSTRUCTIVIST INSTRUCTION

    The main authority figures in this perspective include among others, John Dewey, Lev
    Vygotsky, Jean Piaget, Jerome Bruner and Howard Gardner .Their thinking affiliates
    strongly to the following arguments:

    1. That directed instruction is teacher centered, hands –on instruction and student
    centered.
    2. Knowledge is constructed, not transmitted! Let students do activities that help them
    generate their own knowledge
    3. Let students show what they have learned in different ways, not just on written tests.
    (Roblyer: 2006:p37)

    2
    The technology integration strategies associated with this thinking include among
    others simulations, Problem solving and in some cases instructional games. The above
    as one can see allow for more open-ended to make learners more visual and experiential
    and they allow the more flexibility in how they learn and show competence.

    CONCLUSION

    Although the two perspectives differ in how they define learning, they have however
    made a valuable contribution towards the improvement of the current educational
    practice.

    Resourses.

    Roblyer, M.D. 2006. Integrating Educational Technology into Teaching

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