Which of the following would not be consistent with a constructivist environment?

Creating experiences that facilitate the construction of knowledge.

Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).

Related to this are the processes of assimilation and accommodation.

• Assimilation refers to the process of taking new information and fitting it into an existing schema.
• Accommodation refers to using newly acquired information to revise and redevelop an existing schema.

For example, if I believe that friends are always nice, and meet a new person who is always nice to me I may call this person a friend, assimilating them into my schema. Perhaps, however, I meet a different person who sometimes pushes me to try harder and is not always nice. I may decide to change my schema to accommodate this person by deciding a friend doesn’t always need to be nice if they have my best interests in mind. Further, this may make me reconsider whether the first person still fits into my friend schema.

Consequences of constructivist theory are that:

• Students learn best when engaged in learning experiences rather passively receiving information.
• Learning is inherently a social process because it is embedded within a social context as students and teachers work together to build knowledge.
• Because knowledge cannot be directly imparted to students, the goal of teaching is to provide experiences that facilitate the construction of knowledge.  

This last point is worth repeating. A traditional approach to teaching focuses on delivering information to students, yet constructivism argues that you cannot directly impart this information. Only an experience can facilitate students to construct their own knowledge. Therefore, the goal of teaching is to design these experiences.

There are many consequences for teaching and the classroom if you adhere to constructivist principles. The following chart from the Teaching and Learning Resources wiki compares traditional and constructivist classrooms across several components

There are several main components to include if you plan on adhering to constructivist principles in your classroom or when designing your lessons. The following are from Baviskar, Hartle & Whitney (2009):

• Elicit prior knowledge
  New knowledge is created in relation to learner’s pre-existing knowledge. Lessons, therefore, require eliciting relevant prior knowledge. Activities include: pre-tests, informal interviews and small group warm-up activities that require recall of prior knowledge.
• Create cognitive dissonance
  Assign problems and activities that will challenge students. Knowledge is built as learners encounter novel problems and revise existing schemas as they work through the challenging problem.
• Apply knowledge with feedback
  Encourage students to evaluate new information and modify existing knowledge. Activities should allow for students to compare pre-existing schema to the novel situation. Activities might include presentations, small group or class discussions, and quizzes.
• Reflect on learning
  Provide students with an opportunity to show you (and themselves) what they have learned. Activities might include: presentations, reflexive papers or creating a step-by-step tutorial for another student.

CTET 2019 Paper 2 CDP Answer Key : CBSE CTET exam paper 2 Junior Level (Class 6 to 8) held on 7 July 2019 CDP part of this question paper with answers available here. CTET paper 2 2019 answer key – Child Development and Pedagogy (CDP) Part answer key available in English.

Exam – CTET Paper 2 Junior Level (Class 6 to 8)
Paper – 2 (Junior Level – Class 6 to Class 8)
Part – Child Development and Pedagogy
Exam Organizer – CBSE (Central Board of Secondary Education)
Number of Question – 30
Exam Date – 07.07.2019 (02.00 PM to 04.30 PM)

CTET Exam Paper – 2 (Junior Level) 2019

Part – I Child Development and Pedagogy

Directions : Answer the following questions (Q. Nos. 1 to 30) by selecting the correct/most appropriate options.

1. A teacher should encourage students to set ______ rather than _____.
(1) failure avoiding goals; marks seeking goals
(2) marks seeking goals; failure avoiding goals
(3) learning goals; performance goals
(4) performance goals; learning goals

2. Which of the following does not result in meaningful facilitation of learning ?
(1) Use of examples and non examples
(2) Encouraging multiple ways of looking at a problem
(3) Connecting new knowledge to pre-existing knowledge
(4) Promoting repetition and recall

3. Which of the following would not be consistent with a constructivist environment ?
(1) Teachers elicit students’ ideas and experiences in relationship to key topics and plant teaching-learning to elaborate or restructure their current knowledge.
(2) Teachers employ, specific end of the term assessment strategies and give feedback on products rather than processes.
(3) Students are given frequent opportunities to engage in complex, meaningful, problem-based activities.
(4) Students work collaboratively and are given support to engage in tsak oriented dialogue with each other.

4. In a primary classroom a teacher should
(1) give both examples and non examples
(2) not give any examples and non examples give
(3) only examples
(4) give only non-examples

5. Which of the following strategies would promote meaning-making in children ?
(1) Using punitive measures
(2) Uniform and standardized testing
(3) Exploration and discussion
(4) Transmission of information

6. Which of the following are examples of effective learning strategies ?
(i) Setting goals and time tables
(ii) Making organizational charts and concept maps
(iii) Thinking of examples and nonexamples
(iv) Explaining to a peer
(v) Self-questioning
(1) (i), (ii), (iii), (v)
(2) (i), (ii), (iii), (iv), (v)
(3) (i), (ii), (iii)
(4) (i), (iv), (v)

7. Which of these is an example of extrinsic motivation ?
(1) “Doing homework makes me understand my concepts better.”
(2) “I complete my homework because the teacher gives us marks for each assignment.”
(3) “I enjoy doing my homework because it is so much fun.”
(4) “I learn so much when I do my homework.”

8. A teacher’s role while using cooperative learning in her class –
(1) is to be supportive and monitor each group.
(2) is to support the group which has the ‘bright’ and ‘talented’ children.
(3) is to be a silent spectator and let children do what they want.
(4) is to leave the class and let children work on their own.

9. Children’s errors and misconceptions –
(1) should be ignored in the teaching learning process.
(2) signify that children’s capabilities are far inferior than that of adults.
(3) are a significant step in the teaching-learning process
(4) are a hindrance and obstacle to the teaching-learning process.

10. In the constructivist frame child is viewed as
(1) a ‘passive being’ who can be shaped and molded into any form through conditioning.
(2) a ‘problem solver’ and a ‘scientific investigator’.
(3) miniature adult who is less than adult in all aspects such as size, cognition, emotions.
(4) ‘tabula rasa’ or ‘blank slate’ whose life is shaped entirely by experience. malor.

11. “With an appropriate question/ suggestion, the child’s understanding can be extended far beyond the point which she could have reached alone.” Which construct does the above statement highlight ?
(1) Conservation
(2) Intelligence
(3) Zone of proximal development
(4) Equilibration

12. According to Lev Vygotsky, basic mental capacities are transformed into higher cognitive processes primarily through
(1) stimulus-response association
(2) adaptation and Organization
(3) rewards and punishment
(4) social interaction

13. Which of the following statements denotes the relationship between development and learning correctly?
(1) Rate of learning far exceeds the rate of development.
(2) Development and learning are inter-related and inter-dependent.
(3) Development and learning are not related.
(4) Learning takes place irrespective of development.

14. According to Piaget, specific psychological structures (organized ways of making sense of experience) are called
(1) images
(2) mental maps
(3) mental tools
(4) schemes

15. Constructivists such as Jean Piaget and Lev Vygotsky view learning as.
(1) passive repetitive process
(2) process of meaning-making by active engagement
(3) acquisition of skills
(4) conditioning of responses

Which of the following would not be consistent with the constructivist environment?

Which of the following is not associated with constructivism?

What is a constructivist environment?

What are the 5 characteristics of constructivist teacher?