Tag Archives: Constructive

EDU 6526 Session 5: Socially Constructed Knowledge

Classrooms are environments that model the larger world.  Learning how to work together, solve problems, and negotiate points of view are vital skills needed to be taught.  Students learn how to interact in a class setting and take with them skills to use in future professional and social relationships. These important skills are constructed socially as they learn through one another viewpoints and interactions.  Students figure out how to negotiate with each other which in turn helps each person negotiate their own world, making sense of their values within the larger society. “The abilities to continually reconstruct one’s value stance and to create compatible value systems are both essential to mature development.” (Calhoun, Weil, & Joyce, 2015, p. 249)  When they are finished in our classrooms, they will need to know how to problem solve with their peers.  Working with others effectively is a crucial life-long skill.

Mortimer Adler’s “Paidea Principles” outline what schools should focus on as their objectives.  http://www.paideia.org/about-paideia/philosophy/  “That the three callings for which schooling should prepare all Americans are, (a) to earn a decent livelihood, (b) to be a good citizen of the nation and the world, and (c) to make a good life for one’s self.”  (National Paideia Center, 2015).  In order to be good citizens and make a good life for one’s self, students need to know how to negotiate in the world.  They will face difficult obstacles and interactions that need social skills to solve.  Instilling positive, productive, and healthy democratic processes in classrooms will prepare students to be good citizens in the world.


Calhoun, E., Weil, M., & Joyce, B. (2015). Models of Teaching. (9th ed.) Boston: Pearson.

National Paideia Center. (2015) Paideia: Active Learning. Retrieved February 6, 2016, from http://www.paideia.org/about-paideia/philosophy/

Week 2 – Learning Inductively

Inductive learning is the process of students making sense of new information through what they already know or have experienced.  It is a basic form of teaching that allows students to construct their own learning, knowledge and information.   Inductive teaching allows students to discover concepts and topics they are interested in with the teacher following whatever route the class decides.  This style of teaching could make an educator uncomfortable when leading as it is not a predictable lesson that planned out with details.  Joyce, Weil, and Calhoun (2004) emphasize practicing and giving control over to the class when teaching inductively. “Let go and have fun.  Build a learning community around the model – designing a weekly lesson won’t accomplish that.” (Joyce et al., 2004, p. 66) Inductive teaching can be an enjoyable experience as the learning is happening spontaneously while keeping standards and requirements in mind.

An example of the inductive teaching model can be seen where a class of fourth grade students are deciding the topic of a research project.  They eventually decide to explore the topic of ancestry and researching their family history.   Students show interest in this topic because it relates to their lives and is meaningful to their identity.  They will practice research skills and discover new details about their past.  This assignment will also create a sense of pride for their ancestor’s past and how that has brought them to the present.  It will be a fun experience and since the students came up with the topic themselves, they will be more engaged and interested.



Calhoun E., Joyce B., & Weil M. (2004). Models of Teaching. (9th ed.) New Jersey: Pearson.