IPTL6111

NAME:
AQEELAH

SURNAME:
KAYSER

STUDENT NUMBER:
ST10138323

TAKE HOME TEST

MAY 2023
QUESTION 1
Figure 1.1

Creator: Comstock
Image Credits: Getty Images (2022)
A) The image illustrates the essential principles of constructivism. The concept of
the constructivist theory states that an individual builds on prior knowledge by
making connections between what they already know and what they learn. As seen
in Figure 1.1; the educator is demonstrating an example of what she would like the
learners to do. This is the first principle of constructivism, where the teacher lays a
foundation of pedagogical knowledge for the learners from which they can construct
their own knowledge in addition to what they have already been taught. This
emphasizes the principle of learning as a social activity. George. E. Hein (February
1991) introduces the second principle of constructivism visible in Figure 1.1. Whilst
the educator is giving the learners a demonstration, some of the other learners are
already building items of their own. This is a clear indication that the learners are
exploring beyond what they are being taught and linking what they know to what
they are currently learning through their own individual experiences. With the
teacher giving the learners an example of the goal of the activity, we can agree with
Geroge. E. Hein’s (1991) statement that language and communication is an
important aspect of the constructivist theory and its success. When learners are
indulging in their own experiences and personal construction of additional
knowledge, simultaneously they begin to understand that learning is a continuum
mental process constantly challenging their cognitive abilities and critical thinking.
Other principles of constructivism include reflection and that all concepts taught are
not learnt in isolation. Constructivism requires a learner to reflect, for example; the
learner would reflect and look back to the example the teacher gave and to build a
better model the learner would then use aspects of what the educator taught
combined with other aspects they have either learnt or observed. This process
comprises of all principles within the concept of the constructivist theory and the
image presented in Figure 1.1
B) Grace Dover (February 2018) expresses the advantages of using constructivist
theory in the classroom. These benefits are suited to the context of education in
South Africa. Grace Dover (2018) claims that the benefits of using the constructivist
theory in class increases productivity in the classroom and instilling the learners with
a sense of responsibility toward their educational needs. Simultaneously, it
stimulates critical thinking skills, evaluation, and creativity. It enhances their
communicative and social skills because learners are required to reflect and share
diverse viewpoints amongst their peers. In context of South Africa, this would help
lighten the weight of language barriers and strengthen the bond between peers.
When constructivism is used in the classroom; it can often be seen in the as peer
learning, self-learning, and a healthy amount of curiosity. Ultimately, constructivism
transforms the classroom into an environment for collaborative learning and an
exchange of spontaneous ideas.
C) Shortcomings of constructivism are listed in Andrea Zenner’s (December; 2009)
article Limitations of Constructivism; where she proceeds to state that the theory of
constructivism requires educators to be experts in childhood development to
diligently observe learners and can conclude if learners are struggling or not. This
means that educators must scaffold to check the progress and understanding of all
learners. One of the most important possibilities which could lead to the failure of the
constructivist theory is that if teachers do not provide a solid foundation of
pedagogical knowledge from which learners can construct their own knowledge;
learners may not be able to proceed to make abstractions and forfeit the ability to
use the knowledge they have learnt in new situations. It is fundamental that learners
build their own knowledge from the foundations given by the educator to indicate
that they have indeed learnt and processed the concept. The concept of
constructivism does not make concessions for learners with certain disabilities,
meaning these learners would forfeit the new skill and knowledge learnt. Another
source by Chase Collins (May; 2020) criticizes that the constructivism theory is more
suitable for and promotes group thinking instead of individual thinking. In the end; all
knowledge constructed consecutively after the pedagogical knowledge has been
provided by the educator will be group driven, excluding other learners who may
have constructed their own abstractions.
QUESTION 2

Effective teachers display many traits. These traits are the epitome of their success in
their efforts to provide effective teaching and learning and simultaneously creating
effective learners.

Fundamentally, teachers need to be effective communicators. Effective communication

does not only mean considering language barriers. It is inclusive of the teacher
understanding that every learner grasp concepts differently. Therefore, if effective
communication skills are being used by an effective person, they would use multiple
approaches suitable to the variety of learning styles present in his or her class. This
method ensures that the subject content is effectively communicated to every learner
according to their academic understanding and educational needs. For example, if an
educator were presenting a technology lesson based on structures, he or she could
make use of visual elements such as pictures, and videos for auditory learning. The
teacher may take the learners on an excursion to where all their sensory mechanisms
are stimulated.

Essentially, for educators to have the ability to effectively communicate subject content,
they need to be knowledgeable of the subject and all its concepts. It is important for
intermediate phase teachers to know the content they are supposed to teach and more.
Not only can learners' sense when teachers lack relevant knowledge, but they observe
the way the lesson is taught. Furthermore, if an educator who is usually always
prepared and is vastly knowledgeable of most subjects, teaches a subject of which he
or she has little to no knowledge about, the learners will be able to pick up that he or
she is ill prepared. An educator who is ignorant of particular subjects will put the
academic progress of the learners in recession. For example, if an English major were
to attempt to teach isiXhosa to another individual, it would be pointless. They would
either provide the individual with incorrect or inaccurate information, nor does the
English major have the ability to properly pronounce certain words in isiXhosa.

One other trait of an effective teacher is optimism. It is of utmost importance to

understand that teachers are allowed to fail on the condition that they do better and try
again. When the educator remains optimistic, their learners learn and observe the
positive behavior effective in creating an effective classroom.

QUESTION 3

Firstly, inclusivity is most important regarding the given circumstance that the class has
both boys and girls. The lesson must appeal to both genders, and the educator should
give both boys and girls the opportunity to interact with elements provided and each
other. The teacher must consider the cultural differences concerning the opposing
genders. Given that it is a problem-solving lesson, and the school is well resourced, the
educator could either split the class into separate groups of boys and girls or either
mixed group where the genders will be able to share their diverse ideas with each other.
For example, the boys might approach the problem differently compared to the girls if
the problem were to be a group of thieves robbing a bank. The boys would have stood
for independence and said they would have fought the robbers themselves, whereas
the girls would have called out to the authorities.

Secondly, the teacher needs to implement one of the most detrimental aspects of
experiential learning; reflection. Having the learners relate the problem to situation or
scenarios within their personal lives helps guide their response to the given problem
provided by the educator. When learners reflect, not only do they relate to the activities
that they have done before which may seem similar, they look back at their own
individual observations made outside of the school environment. This means the learner
uses their abstractions to relate their pedagogical knowledge to their present situation.

Simultaneously, this integrates the last aspect of using background information.

Although the educator may speak on or provide learners with additional information
which stimulates concepts that they have already learnt, or otherwise known as
background knowledge; when learners reflect, they compare and contrast their current
dilemma with past situations which are either the same or similar in most ways.
REFERENCE LIST

• Collins. C, May; 2020 What are the disadvantages of Constructivism,

Draftlessig.org
• Dover. G, February; 2018, The benefits of Constructivist Learning Design. Smart
Sparrow
• Hein. E. G, October; 1991, Constructivist Learning Theory, Lesley College.
Massachusetts, USA.
• Zenner. A, December; 2009 The limitations of Constructivism