Educational Psychology—Limitations and Possibilities

Constructivist/Engaged Learning Approaches 287
Journal entry: I do believe that many of us have tried to implement this kind of classroom environment where
the students work on hands-on projects and develop their critical thinking skills while conducting their own
research and investigations. I find it very rewarding to see the students’ anticipation and excitement when
I present them with the next unit of study in which they will be engaged. I have really tried to empower
them to construct their own learning, and I’ve seen a difference even in the students that don’t usually seem
excited about doing schoolwork. I believe that half the battle is won when a teacher manages to engage and
excite the students about learning.
WHY ARE ENGAGED LEARNING METHODS DIFFICULT TO IMPLEMENT?
In spite of a growing body of evidence that supports constructivism and engaged learning
methods, teachers and students do not adjust easily to different ways of learning and teaching. A
dichotomy exists between traditional (directed/didactic) approaches to learning and teaching and
constructivist and engaged learning approaches. The way we learn and teach has shifted from
a purest, cognitive traditional approach that has been present since the Industrial Age to more
problem- and inquiry-based, learner-centered, constructivist approaches.
Constructivist and engaged learning practices represent a significant departure from teachers’
established teaching philosophies, their own experience in school, and the way teaching was
modeled for them in their student teaching experience. Also, in many instances, support and
understanding from administration, school boards, parents, the community, and other teachers do
not convey support for implementation.
Journal entry: I believe that all of us want to achieve these goals, but due to outside influences such as
time management, reluctant administrators, and an uncooperative staff, we are constantly discouraged and
thrown off our paths.
Journal entry: It is difficult to implement new ways of teaching and learning because of several major
changes that have taken place at our school. One is that we are working very closely with our colleagues
at school. I believed it would be a welcome change to work with individuals who felt as I did, but this is
simply not the case. We are learning about progressive education and critical pedagogy, and these concepts
are really difficult since everything we read points to the fact that education is not an isolated action that
takes place in the classroom. It has been disheartening that not all teachers recognize and agree with this
while some of us do.
Change is slow, and one recommendation for implementation is for teachers to “ease” in
to experimenting with different approaches. In the traditional model of learning and teaching,
students’ experiences, background knowledge, and practical knowledge of the content is not
considered when designing classroom learning activities. Students are required to learn book
knowledge that is often unrelated to the practical knowledge they experience in their own lives.
When teachers acquire knowledge about engaged learning and constructivist approaches to lesson
design, they are often willing to try new approaches. It is important not to dive in to the water
at warp speed! Rather, wading into the waters gradually would be a better beginning and will
lead to sustained practice. When designing lessons, teachers can include constructivist/engaged
learning activities and assessments in their lessons to see how the process works. Reflection is
encouraged:
1. Were the students successful?
2. Did students know about the content to be learned, how they were going to learn it, and how they would
be assessed?